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Posts tagged ‘learning’

Students, measurement, & connection: Book Club Post 4

Time for another Summer Book Club post! What? You say summer is over?? I am keen to hold on to every ray of sunshine, and as a slow reader, I’ll be posting well into November. This post covers pages 240-347 of Stephen Downes’ (free) ebook: Toward Personal Learning. I wrote about the earlier sections in these posts:

My method in writing these posts is to gather the bits that stop me in my tracks, make me think, write them down, and then connect the dots around them. Three themes emerged for me in these hundred pages: the students, the measurements that sometimes bind (as in hold fast, like hands tied) us, and connections. Let’s start with the students. Read more

Learning on your own

I love learning and I love teaching, and I love to make things fun. My classes started last week and I made a little video with the help of my son to illustrate what happens while ‘learning’. (insert cheshire cat grin here) If you need a good giggle, this one’s for you. Image CC BY-NC by Greg Hirson

See in learning stuff, could be any subject, there is content and then you have to figure out how to actually assimilate it and make it real for you, so that in the big wide world it means something and is useful. Very often we are given a ‘to do’ list and are set free to ‘learn’. The to do list is the what, and seldom includes the how or why. When I showed this video in class, it made my students cry with laughter, not because it is slapstick, but because it’s true. Read more

Time to open #MUS654 for 2017

It’s the start of another academic year, and I have just welcomed a new group of wonderful final year students to my undergraduate class on repertoire for the young performer. It’s a great one, in that we are so diverse, from classical to folk to rock and yet all on a common path of figuring out how to create a year-long curriculum for a learner. One of the first things I tell people is that I am not in a position to tell them how to ‘do’ their instruments. I can advise and guide on how to learn and devise learning. Time to open our minds! (featured image CC BY-SA by Eddie van W.)

We have more in common than we think – even with this year’s group spanning ukulele, clarinet, electric bass, voice, and violin. With all my classes we have no textbooks, and I strive to gather as many resources as possible for the students. For some classes these are paywalled, and fortunately we have access. For this class, there are many great resources that serve our purposes that are freely available. Over the past few years I have developed an open educational resource that is the closest thing to a text book that we have. It is here as the #MUS654 pages. There is a drop down menu for the pages, and I’m going to keep a grid of all the posts I make this year on a page there.

The idea was born out of two things:

  1. I can’t tell everyone what to do (I really could not pretend to have the expertise in ALL the instruments- that would be beyond pretentious)
  2. The people who can advise are out there, and so I thought wouldn’t it be great if my students worked to engage with you all, and in turn you were all invited to join in as well! (yay!)

What I had devised was like a mooc, but it isn’t a class that people need to register for. It is more of a cMOOC (that’s where everyone connects up and they devise the content). I didn’t realise it when I started this class in 2014, but that’s what I was creating. In this project/#MUS654, we discuss the commonalities of music, planning, engagement, but you have to do the heavy work and make the content for a curriculum (if you want). Otherwise you could just dip in and out and join in with anything that takes your fancy.

Learning to reach our and network is more than half of the game for musicians today.

So if you are a player, performer, enthusiast, teacher, learner, or just fancy yourself as a person who enjoys a bit of music – you are warmly invited to join in with any or all of the goings on here. Those studying with me at the University of Chichester will be following along with the content from now until the beginning of December, and I’ll announce the weeks with a blog post and share it as widely as I can. Feel free to look at Session 1: The Mechanics of Sound and see what you think…

You can participate by:

  • Tweeting (in your own account, or feel free to make a fake account just for this if you prefer to remain detached from your normal profile)
  • Blogging
  • Commenting on the main pages and posts here, on this website

You are in control of how publicly or privately you post.

I encourage you to tag things with #MUS654 and I’ll be searching! If I’m clever, this year I’ll figure out how to aggregate blogs! (these technical things hurt my brain sometimes 😉 )

 

I look forward to having you share the musical journey with us! We can learn a lot from one another.

Here’s to #MUS654 2017

Laura

Image CC By by Sharon Mollerus

Toward Personal Learning: Book Club Post 1

I’ve been reading Stephen Downes’ book Toward Personal Learning, which is a collection of blog posts, speeches, and articles (and is free via his website). It is part of my summer learning, making time to do the important things. Reading is one of those important things, and so is talking to people, so I invited people to share their thought about this book as a summer book club, using the tag #TwardPersonalLearning

As I read I keep a copy quotes that jump out at me, and these two really did:

“Good learning empowers; it doesn’t needlessly constrain.” p.59

“That’s the thing with education. What we think is the ‘outcome’ of the process is never really the outcome. If you simply case whether or not they learn how to code REST interfaces, that’s all they will learn. But if you want them to acquire a wider range of skills, you need to place them in a more challenging environment (and then encourage cooperation so they have a decent chance of success in that environment).” p.64

They come from a section that is a written conversation – replies to real questions by students. That is the first meaningful thing for me. Conversation with students. Let’s write that again: Conversation with students others. Even before discussing content, valuing the inquisitiveness of others and engaging with people whether they hold ‘respected’ posts in life, or something less outwardly glamourous, but none the less needed, wins for me. Every one of us on this planet is a person. Every one of us learns, as we all breathe, eat, sleep… Read more

A brilliant typo

It’s coming to the end of the semester and student minds are beginning to focus on assessment tasks and performance exams.

A student came to me with an early draft of an essay that was part outline, part drafted text, and in it there was a brilliant typo. The student had either mistyped or autocorrect had it’s way and changed mediation to meditation.

The essay notes read like this:

Learning is meditated by the child’s behaviour. Meditation is key concept in child development and culture- it enables the child to interact with their individual development.

Although it wasn’t what they meant, it stuck with me so much that a few weeks later I told the student I thought it was actually the most meaningful typo I had come across and I wanted to write about it. There are so many things that I profoundly like about it. Firstly there are key concepts of learning, behaviour, children, development, culture, and interaction. That might just be a whole world right there. It made me think about how they worked together, like a steampunk model of the universe, orbiting and balancing with one another. Image CC-BY-NC-ND by Andrew Poole

The associations with learning, especially at exam time, are anything but resembling a child’s behaviour. Children play. Learning should be play, or at least incorporate elements of play as fundamental – play as in experimenting, experiencing, first-hand, where you are at the helm, making the rules and experiencing the consequences of how concepts work or not in practice, in dedicated time, deliberately, and with all our attention. Playing is hard work, and can include incredible precision. The difference between play and work? Perhaps this has to do with ownership. My work becomes play when I feel in control of the parameters, and also when I am allowed to fail, or have iterations to get to the final product. When we play a game, outside in the field hiding behind trees, and someone spots us and we’re ‘out’ then oftentimes the rules get adapted so we can continue. Are we not engaging in a new strategy? Persisting, demonstrating some form of resilience to continue toward the goal. Having another go so we might ‘win’, or climb the tree, or stand on the mound in the middle of the field, or get to whatever the goal might be.

Going back to the inspiring typo:

Learning is meditated by the child’s behaviour.

I imagine these melting into one, becoming transient stages of one another. The link for me was the ‘is’… back in school I loved grammar, and although it doesn’t apply to this sentence, when there is a simple state of being verb, the subject and predicate commute – you can reverse the sentence. In this case there is a helping verb, so it doesn’t work, but I took the principle and applied it to the concepts:

What if learning is a form of behaviour and this in turn is a form of meditation?

In different traditions, various types of activity can be prayer, so perhaps different activities can also have meditative qualities. I don’t know if I really know what meditation is. I think if I thought I understood, I would be wrong as well, so there’s comfort in admitting that I don’t know. I do know that reflection, stillness, and activity are all important components in my learning and it helps when I can regain my childlike mindset. I don’t mean a mindset of folly. Just as exams bring out the worst connotations of learning, sometimes the idea of being an adult somehow invokes images of being through or finished with all that experimenting, learning, growing. Am I going to get taller? No, I’m an adult. Am I going to stop growing? No, I am childlike.

See where I am coming from?

so if I rewrite the brilliant typo to demonstrate what it made me think, it could go like this:

Learning, childlike behaviour (play), and reflective Meditation is are key concepts in child my development and culture- it they enables the child me to interact with culture their individual and development.

without all the visual edits, and put into the right order, here’s where it took me:

Learning, play, and reflective meditation are key concepts in my development. They enable me to individually develop and interact with culture.

It was the best typo. Thank you to the student for being willing to share that developmental draft, and for letting me write about it. Featured image CC BY-ND–NC by the-sillies. Above image CC-BY-NC by Lee Davenport

Finding the words

It has been a month since I posted anything. A month. Sometimes finding the words to express joys, sorrows, and for me now – the digestion of thinking – it’s a translation issue. It is hard enough to go between words and music, let alone begin translating living into words. The past month has encompassed a lot of living and it is through the people we meet and the stories they tell that inspiration takes hold yet again.

I seem to listen best when the lure of routine is broken and there is the luxury of space. What do I mean? Every so often my job includes travel, and personally I crave connection and interaction with those beyond my immediate experience. When in a different setting, physically, culturally, environmentally, there is a necessity for either adaption or calcification, as a form of perseverance or protection I suppose. I would like to think I am open to experience. There are also times we (certainly I) am not always receptive to stories, life, to the water we swim in and the air we breathe, but over the past month, I was. Read more

Teaching to let go

(3 min read)

“…the delicate relationship between teaching, giving knowledge, and learning knowledge”

This comes from Chapter 4 of We make the road by walking, a book of conversations between the educators Paulo Freire and Myles Horton. Paulo goes on to elaborate this quote, talking about going beyond the knowledge that the people bring to a situation. (p.151) I am struck by this book, how much it resonates with me and I sincerely wish I had been able to meet these people in person. It’s my holiday read, part of a book club, and I suppose this is my post about Chapter 4. It is a short one, not because there is less that inspired me, but because there was one paragraph that leapt out for me. Paulo speaks about this balance between teaching, knowledge, and learning and adds the authority of the teacher.

“The other mistake is to crush freedom and to exacerbate the authority of the teacher. Then you no longer have freedom but now you have authoritarianism, and then the teacher is the one who teaches. The teacher is the one who knows. The teacher is the one who guides. The teacher is the one who does everything. And the students, precisely because the students must be shaped, just expose their bodies and their souls to the hands of the teacher, as if the students were clay for the artist, to be molded.

The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to be­ come themselves. And in doing that, he or she lives the experience of relating democratically as authority with the freedom of the students.” -Paulo, p.181

This is so true, and a difficult one to learn. As a teacher it is a huge apocalyptic epiphany to know, not intellectually, but to really understand that you (or I or anyone) cannot change another. Read more

Meeting on the road

(5 min read) I’ve been reading a book. –reading for pleasure, for my own growth, not for research on an upcoming project, but to stretch my mind. I love that. And I’m a bit behind. The founder of this book club, Bryan Alexander, did his post on Chapter 3 nearly a month ago! I really do read so slowly. Let me give you an example – my daughter has started reading funny tweets to me because she reads fast and gets impatient when it takes me longer to read it than it takes her to say it. The point is, the rest of the book club kind-of finished the book, but it’s a little appropriate that my post on Chapter 3 from We make the road by walking by Myles Horton and Paulo Freire comes now.

Myles says: …can’t teach people, they have to learn. Meet them where they are & go together. …So while I insist on starting where people are, that’s the only place they could start. …I can start somewhere else. I can start where I am, but they’ve got to start where they are. (p99-100)

So here I am. This is also the core of everything. Rather like a Dr. Suess illustration, we are all on our own path, somewhere. Paving the way through a series of ‘nows’ as we go. We can carry the paving materials with us, plan for, and mix the mortar to set the stones, but we do in the now and it is impossible to teleport someone to where we are and somehow skip their own road-building. From my experience, when you try to do that, it just means that sometime, somewhere along the journey you have to go back and rebuild what you tried to skip. (Image source http://seuss.wikia.com/wiki/Dr._Seuss_Wiki)

Myles says: Education is abstraction. It is stories that connect. It is the catalyst that entices you to think. (p.100)

Yes, and the stories help to be relatable. If we accept that we are each on our own roads, then it would be impossible to have ONE moving sidewalk for everyone, but we still need the building blocks. Tools, facts, skills, these are separate, they alone are not education, but are both context & mortar in the synaptic creation we build.

Myles: My quest is not to go alone but to go with the people. (p.101)

I have a responsibility to provide whatever light I can on the subject and share my ideas with people. (p.105)

Oh, yes. –but not in a blinding torch in your eyes kind of light, but hopefully more like the glow of the approaching dawn. Well, that’s the ideal dream. That gives people enough light to look and see for themselves and find….

Myles recounted a student telling him: “When you’re talking, you aren’t learning.” (p.114)

And don’t teachers need to be reminded of this. How many have job titles of ‘lecturer’? Language has impact on thinking. It is our translation of thoughts, and as Bandura says, thought mediates action – and I believe that. What you think is powerful. You might not be learning while talking – just as you cannot listen to two conversations at once (https://en.wikipedia.org/wiki/Cocktail_party_effect )…but you do learn in the in-between times. After, before, in conversation, in doing.

Reading on… there came something very powerful which begins to crystalise the understanding of education vs. organisation. This is often something that I think many educators feel or sense but haven’t been able to articulate, certainly not with such grace:

Myles: One of the examples I used to use got me in trouble and still gets me in trouble when I use it. I’d say if you were working with an organisation and there’s a choice between the goal of that organisation, or the particular program they’re working on, and educating people, developing people, helping them grow, helping them become able to analyse -if there’s a choice, we’d sacrifice the goal of the organisation for helping the people grow, because we think in the long run it’s a bigger contribution. (p.115)

My first reaction is (wow, yes), and the parenthesis are because, yes, it is something usually thought and not discussed, but then I did think on it and realised that this is less controversial than it sounds. – and we see it in practice all the time. Goals of big organisations and then that we are not aiming to become a machine, because we deal with people – with students, and they are people with their own futures. Then we learn about learning and realise it cannot be done to people – as in a machine, and it has to be about developing people. Sometimes people within the machine mistakenly believe that caring for the individual means you are somehow against the goals of the larger unit, but it is from within that we find strength, it cannot be imposed. That scales on any level, from the individual who either needs the strength of courage or of muscle, they both need time, experience, patience, nurturing, and diligence to build. You cannot impose true strength on anyone, and to teach individuals is a great privilege.

Freire: Education is before, is during, and is after. It’s a process, a permanent process. It has to do with the human existence and curiosity. (p.119)

Yes. Just yes. Freire goes on to explain that an organisation can solve problems, but education is a process. That is such a good thing to remember and be reminded of. There are not answers to problems. Sometimes students expect to learn ‘IT’ and then they will have ‘IT’, but there is no ‘IT’. Oh there are aspects that help you find something. It takes me back to a game I obsessed over as a child. In search of the most amazing thing (ISOMAT) certainly had primitive graphics (compared to today’s games!) with mostly line drawings, and you moved at a rate of pixels across the screen, but intellectually it was amazing. Travelling around the universe, meeting different cultures, learning about their food, their music, their art, and learning how to barter for clues to get to ‘IT’. ‘IT’ was everything. I kept all the clues written on special paper, folded and labeled by country/species in a little glass box with a leaded outline of a butterfly on it. These clues were more precious to me than jewelry. Rings and neclaces didn’t go in that box, my paper clues did. In the end I nearly solved it – I was told by the wise old Uncle Smokey that – the most amazing think was you kiddo! And then there was the quest to get the B-liner (your ship) home through the mire crab desert, but you lost your navigation system and then my floppy disk got corroded after sitting in the basement for 20+ years and I never finished the game. That has been a lesson to me as well. (you can download the dos version of the game here: http://www.myabandonware.com/game/in-search-of-the-most-amazing-thing-2c )

You never finish the game. There are no finite answers. The most amazing thing is you – me? You? Yes. And we are always changing. Nobody can put us into a bottle, and label us, and define us, and neatly compile us into a catalogue. Even this book, gives a glimpse into those conversations between Horton and Freire, but it isn’t them. It is just a glint, a hint of a slice, and how magical to catch that dazzling sunbeam, but it would be foolish to then walk away announcing ‘Ah, I know now.’ There is so much more…

…and as Myles says: Now there’s a big difference in giving information and telling people how to use it. (p.129)

I’m going to leave it there, even though there is more to say, because it’s Boxing Day, and the last day of my holiday in Mexico, and I need to do some more imperfect, inelegant (supremely fun) handstands on the beach and look for turtle tracks in the sand.

 

Internationalising the curriculum

This post is a transcript of my speech at the Westminster Higher Education Forum Keynote Seminar:  Innovation in curriculum design – internationalisation, employability and inclusivity, December 7, 2016

(5 min read)

My Lord, ladies and gentlemen, respected colleagues,

Twenty years ago as a student at university I experienced two types of curriculum: one stemming from a traditional textbook and a sage-on-the-stage, and the other based on praxis which was completely bespoke and co-developed. Perhaps I was lucky that this was not an uncommon feature of studying music performance.

Then in 1999 the Boyer Commission produced an Academic Bill of Rights. Its preamble states that a college or university should provide ‘maximal opportunities for intellectual and creative development’ of its students (p.12). The first right is that students should have ‘opportunities to learn through enquiry rather than simple transmission of knowledge’ (p.12). These are both essential.

Since that Bill of Rights, enquiry that crosses intellectual and physical borders has become an everyday reality at our fingertips, and Internationalising the curriculum is one way to expand our student’s experience, encourage and develop connection, and prepare our future graduates to successfully meet the demands of a continually developing workforce.

I will outline how I do this in my own practice as Teaching Fellow at the University of Chichester, and present various methods and tools that can be embedded within your own curriculum, no matter what the discipline.

Definitions of employability have expanded from the outdated view that simply developing the required skills or knowledge is enough, to now include an array of wider, and less discipline-specific qualities: from organisational and management skills to self-beliefs.

The ‘USEM’ model of employability: (Knight and York, 2004) includes

  • Understanding
  • Skills
  • Efficacy beliefs
  • Metacognition

And it reinforces the importance of enabling student experience and engagement with applied processes. It reframes knowledge as understanding and recognises an element of deeper learning. Metacognitive processes underpin many aspects of strategic and self-regulated learning, and without efficacy beliefs these could not be combined into successful self-management, academic achievement, or eventually into effective employee performance. (see Brigstock, 2009; CES, 2009; Pegg, Waldock, Hendy-Isaac, & Lawton 2012)

The Institute of the Future, a California think-tank, recently published an article containing this infographic about emerging ‘new’ types of jobs, born out of our on-demand economy. These resonated with me, as in music, graduates seldom have a singular fixed professional destination.

I use internationalisation in a way that amplifies individual creative development and intellectual enquiry, addressing:

  • Gaps between institutional life and the working world
  • How students transfer their knowledge…into something relevant to their professional lives
  • How to develop employability and entrepreneurial thinking

These are derived from benchmarking goals in the Polifonia Handbook: Combining a research orientation with professional relevance, published in 2014.

I embed teaching methods within the curriculum that foster international interaction between and across disciplines, such as using technology to connect to other learners and teachers. I believe it is essential to engage with students, peers, industry partners, and the wider community across the globe. Specifically in my teaching I use:

  • screen-shot-2016-12-06-at-09-07-41Public outreach and engage students via Twitter,

    because it is a platform well populated by professionals, and allows students to engage either as themselves or with a pseudonym of their choice.

Connecting Classes began with Jonathan Worth and his use of the hashtag as an educational tool for his photography class #Phonar. With this methodology, short videos or audio are shared online and people are invited to use a specific tag for discussions. Students Tweet their notes, comments, and questions, and often draw other professionals into large-scale group discussions. This provides students with a rich resource for further research.

  • I also use webinars and hangouts featuring student-led discussion with international practitioners.

An excellent example of this practice established for the educational community is Virtually Connecting, which brings keynote speakers from international conferences into contact with other teachers and students across the world through live, online hangouts. Maha Bali co-founded Virtually Connecting. She lives in Egypt and recognised the need to connect and the practical limitations of travel and cost that affect educators and learners.

Virtually Connecting sessions include people ‘on-site’ as well as a virtual room full of guests- teachers, students, people from across the world. This real-time interaction and engagement with professionals across disciplines is invaluable for all involved.

  • And finally an example of a change to the curriculum itself is my International Experience Module.

This development was driven by students. They wanted to go beyond technological connections, and formalise these interactions, making them face-to-face. Students led the first iteration of these trans-continental experiences, and that trip served as a proof of concept and model for the module that now runs as part of the undergraduate Music with Instrumental or Vocal Teaching Degree.

Students are responsible for the details from planning the logistics of travel to the content of what happens with partners when abroad. Moving away from a textbook based curriculum, they now have to consider, plan for, and anticipate aspects of inclusivity, communication, and cultural sensitivities they might encounter in practical settings. My current group includes a blind student, others with dietary allergies, and of course, musicians from different stylistic backgrounds. There is a host of planning and management skills on top of the musical preparation required, and the students relish it.

Stepping outside the classroom provides immersion and means that:

  1. Students have ownership of their learning and actions
  2. Learning is integrated into life, where theoretical knowledge is applied and tested through experience
  3. Students actively reflect and practice real-time accountability as they learn.

Although when my students travel with me to America, English is a common language, there are distinct cultural differences when traveling to any other country, and effective relationships and communication take forethought and sometimes situations required careful navigation. Embracing differences of those beyond your ‘home’ community can facilitate promotion and reflection on civic agency, another important quality for us and our students to develop.

Not every programme can be expected to include a full international experience module, but there are certainly elements of both cross-discipline and cross-cultural communication that can be embedded into any curriculum, whether through a project like Connecting Classes, using hashtags on Twitter, or through other bespoke online projects.

Connection, communication, and learning all encompass far more than theoretical subject-knowledge. Within music, sound, and playing the instrument is a small part of teaching and professional interaction. Music requires confidence – self-efficacy beliefs, communication, everyday organisation, management, and interpersonal skills. By building and applying transferable skills alongside the discipline-specific skills, students are more prepared to step out and carve a niche in their future professional world. What better way to do that than as an active participant in various international fora? It does mean that we the teachers need to do significant networking, learning, and groundwork in order to fully participate and keep abreast of the changing landscape. It is worth the effort.

The world is a constantly developing place and even those we perceive as most distant to us are actually closer neighbours than we know.

screen-shot-2016-12-06-at-09-15-39

An ode to my teacher

My teacher saw in me

what I

could not see

in myself.

Maybe it’s just me, but I wonder for how many people does this ring true?

Why?

Why did someone see something in me, and why couldn’t I have that vision myself? Is it something in our culture? Something with upbringing? Some factor… gender, schooling, money? Or something internal -the ability to see possibility over weakness? Isn’t a child told ‘no’ thousands of times in their first years of life? I’m a thinker and will always wonder.

Regardless of why, it still holds true:1312969901_9b1d83f026_z

My teacher saw in me

what I

could not see

in myself,

and I am grateful.

Read more