This is Real Learning!

Over the last few weeks I’ve observed a few examples of teaching which I was really impressed by. I wanted to share them to amplify their examples.

Me at Work. Photo Credit: Class 3 of St. Mary's, Horsforth.

Me at Work. Photo Credit: Class 3 of St. Mary’s, Horsforth.

The first one I saw while at work a few weeks back. Since finishing my undergraduate degree in June, I have been working behind the delicatessen counter of a local supermarket. A local man (a web developer by trade) came through the store with a group of young primary school students, all armed with cameras. He told me they were doing a project about the different people who work or shop on ‘Town Street’. They asked me if they could take a picture of me doing my job.

It turned out that they were making a website. Having been inspired by the work of Vivian Maier, (a Chicago street photographer whose portfolio was not discovered until after her death) they wanted to create a street portfolio of Horsforth.

This is a great learning opportunity. It is a chance for students to gain an appreciation for history, and walk in the footsteps of those who have gone before them. It is also an opportunity to have a go at disseminating digital photography via the web – the modern application of what we draw from the history books. It benefits from intrinsic motivation and empowers students to create, not duplicate.

Source: North Leeds Life

Source: North Leeds Life

The second one I read about today in a local magazine. Year 8 students (aged 12-13 years) were asked to bring their phones to school, which they used to measure the mobile phone reception around the school site. They used computers then to map out their findings and consider reasons that may have accounted for the differences they found.

This is a great way to apply classroom teaching to the real world. It answers the question students so often ask: ‘why are we learning this’? Instead of learning a lot of stuff (the what), or how something works, these students become empowered to find out why things are as they are. They have autonomy and purpose, and a sense of real world problem solving.

I am impressed with both of these examples, because they both create meaningful stimulating activities which motivate the students. One way brings history alive, and it presents students with a lot more than just a pile of information. The other empowers the students in a problem solving role, and links mathematical/scientific concepts to the real world. This is the type of learning that will remain planted in their memories. It is the type of learning that will motivate them to study, and take charge of their lives. This, is real learning.

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The PKM Masters Degree

I discovered this morning that Harold Jarche had written about how at Bangor University we had been teaching the Personal Knowledge Mastery (PKM) framework to students. As a ‘Psychology Information Technology Skills’ (PITS) tutor, I have played an important role in teaching PKM, and wanted to share a bit more about my experiences throughout the year.

We actually faced a few challenges in helping the students warm to PKM. It seemed that many could not see the reason why they had to do PKM, and also that many struggled to catch the vision of how to do it. A lot of students had expected higher education to involve memorising information to pass exams, as they had previously done in school. PKM did not have that same type of measurable outcome and many students would ask me what exactly it was they needed to do to pass the class.

However, a few did grasp it well. One student informed me that she kept a fashion blog, through which she had established a network with several clothing labels, who would send her free products to review. Other students ventured to find my twitter account, or to join Pinterest and Scoopit. Students who had used Pinterest previously were also quicker to grasp of PKM, perhaps because the way Pinterest users collect and curate content is similar to PKM’s seek, sense and share framework.

Perhaps PKM is the difference between higher education and that of the typical high school. That it was challenging to foster may be akin to the old adage that ‘you can bring a horse to water, but you can’t make it drink’. Indeed it is personal, because you do it for yourself. Nobody else is there to grade or assess you. If people don’t want to do it, that’s fine! However they may loose out as the knowledge economies adapt to future needs.

For research and knowledge based economies to work, they need to be more than just transferring information. It is the intrinsic passion and ingenuity that transforms information in to actions or solutions to problems. It comes from within, and that is why (beyond teaching the PKM framework) it can’t be forced. Some will do it and change the world, others won’t.

PKM as a Masters Degree

This takes me on to my second point: PKM as a masters degree. This last year, I took a class called ‘Science of Education’. It was an open ended, ‘autonomy supportive’ blogging module. We would go away, and do some research, and disseminate what we found through writing a weekly blog. Additionally, we would write five weekly comments on fellow classmates blogs, to academically critique their work. We would seek the information, sense what is being portrayed, and share our own ideas in relation to the content. With social media as the platform, each class member came away with their own blog: a portfolio of ideas and discussions, as well as links to original sources.

Bangor University have just agreed to expand the module into a masters degree, run as a MOOC (massive open online course). Students will be able to specialise their knowledge of the ‘scholarship of learning’ through blogging and participate in an online critical discussion. Participation is free and open, as will be the learning and knowledge management skills which are drawn from it. However, those who pay a course fee to the university may have their portfolio assessed and accredited. Students may then graduate from Bangor University with a post graduate certificate, diploma or a masters degree (the level of qualification depends on the number of modules completed).

I consider PKM to be a really exciting development in the way we handle learning and knowledge. It brings meaning and depth to the information we work with, and makes it both accessible and memorable. You might even say it turns information into knowledge. It doesn’t happen automatically, but with practise and involvement, I believe it can make a person very effective in their work. I am excited to see this program commence at Bangor University, as it is a brilliant development for both MOOC’s and knowledge based economy’s. This is a great step forwards for higher education practise and the scholarship of learning.

Respecting the Phenomenology

Photo Credit: Jason Eppink (CC BY 2.0)

Photo Credit: Jason Eppink (CC BY 2.0)

I have been thinking this week about a component of humanistic (person centred) psychotherapy known as ‘client phenomenology’. I would not consider myself any more challenged with the travails of this world than the next person, however I have been considering the different counselling approaches that I learned about during my degree in relation to improved wellbeing.
Phenomenology stems from the word ‘phenomenon’, which means to be manifest of itself. Phenomenology thus becomes the study of subjective experience, or experiences which manifest themselves, of themselves. When I studied it in class, I saw it as little more than an offshoot from the need to show unconditional positive regard. However, now that I consider it more intricately, I now perceive it to be quite a profound attribute relating to human wellbeing.

Let us be philosophical for a moment. Is there such thing as a right answer? Strictly speaking, nothing can be proven. The scientific method has verified certain relationships such that there is little need to dispute them, but even so, it is strictly a process of knocking out the alternate explanations. Then there are religious and ideological directions too. These are far more subjective. The choices of how one lives can come from a variety of situational cues and philosophies, as well as the scientific evidence. There is not a right answer concerning how to live.

People learn to supress certain feelings and thoughts. A child may supress the urge to cry, so as to attain respect from our peers. An adult may supress thoughts of an employer may taking advantage, in order to be viewed favourably for a job. This suppression inevitably leads to crisis, and draws us away from what Goldstein (1936) described as self-actualisation (Rogers, 1951).

Self-actualisation is the point in your being that you are at one with your ‘organismic self’ (Rogers, 1951). It really means being as close to your true self as you can get. Your organismic self is the origin of your phenomenology – the root of the things that manifest just because they do. Rogers described this this experience of self-actualisation as ‘the good life’ (Rogers, 1961).

I would say that the real meaning of respecting the phenomenology of oneself and others is not to punish that being for the challenges or questions they have. Whether they be mental or physical, they have occurred as a phenomenon, with a reason for which we know not why. There are those who believe that individual experiences and convictions ought to be swept aside to make way for the social norms society has come to accept. In fact, I would say that it is this belief that contributes to wilful blindness and the evil talked about by Zimbardo (think: Stanford Prison Experiment).

Whether on a large, social or political scale, or on a small and personal scale, it strikes me that not respecting the phenomenology (or conscience?) of any individual will ultimately lead to subdued happiness and wellbeing. This makes me wonder how much happier schools or businesses could be if we stopped subscribing to traditional schools of thought and began to re-empower the individual?

I know that it often makes me feel better to address, rather than repress. I regard it compelling that a major school of thought in psychology and psychotherapy also advocates this principle. It seems to me that this principle is perhaps more global than just being a neat trick to support the worried well. If personal self-exploration leads to improved wellbeing, should this not be allowed also within peoples’ occupations? Of course, pragmatically speaking, there is a big force opposing that, namely the hierarchical structures of today’s world. But the humanistic evidence implies to me that people were never intended to be ordered such.

References

Rogers, C. (1951). Client-centered Therapy: Its Current Practice, Implications and Theory.
London, UK: Constable.

Rogers, C. (1961). On Becoming a Person: A Therapist’s View of Psychotherapy. London,
UK: Constable.

Goldstein, K. (1934). The Organism: A Holistic Approach to Biology Derived from
Pathological Data in Man. New York, US: Zone Books.