Tag: adult education

PIDP 3100, Blog Post 3: Discussion with my Learning Partner

For this week’s blog post, I am going to tell you a little about the chat I had with my learning partner last week via the magic that is Skype.

My learning partner works in retail management, and I am an instructional designer in eLearning.  Night and day? Turns out not!  Teaching people to learn new technologies and disrupting their comfortable workflow is challenging no matter what area you work in.

The Omnichannel trend new to me.  According to my learning partner, omnichannel involves  using technology (for example websites) to improve the overall experience for a client. After a little reading, I understand that “when a store has implemented an omnichannel approach, the customer service representative in the store will be able to immediately reference the customer’s previous purchases and preferences just as easily as the customer service representative on the phone can or the customer service webchat representative can.” (TechTarget)

According to my partner, integrating technology into a company’s workshop is often challenging as people will have to be trained to use the technology.  Her example was a yoga company which traditionally focused on the “one on one” and on community.  Moving to an omnichannel approach means that now this focus will have to be balanced with technology and a new workflow.

We, in our eLearning unit at our college, have similar challenges when working with faculty who are not ready to move from standing up in front of a classroom lecturing, into learning technology to support their teaching.  It does, however, become easier for them to accept disrupting their workflow (and adapting a new workflow) when they begin to see the benefits for their learners (and in all honesty, for them).

Creating company culture in retail environments was the second trend in my partner’s area that we discussed.  This involves companies adopting core values and a purpose beyond the bottom-line sales.  This can be very disruptive for companies who do not already operate under this model, as it can be viewed as getting in the way of making money.  According to Forbes, however, “[p]eople now believe that culture has a direct impact on financial performance.” (Bersin) and “[c]ompanies that focus on culture are becoming icons for job seekers”, and also have higher employee retention rates. (Bersin)  It makes sense: if your company’s values match your own, and if that company actually lives and breathes those values, you are much more likely to enjoy your job and put your all into it.

Once again, I saw similarities with my discipline, specifically as it results to changing the culture of the classroom, from one where the instructor is the “sage on the stage” to more learner-directed.  This, I find, is a difficult shift for some faculty, although we do have more and more new faculty who just teach this way from the beginning.  I think we, as post-secondary institutions, have to look at learner retention trends from the perspective of, are we creating and supporting educational culture at our institution, what does that look like, and does it have an impact on the retention and satisfaction of our learners and faculty.

Finally, we discussed some trends in Adult Education.

My partner talked about how there is a constant introduction of new technologies into adult education these days, and we also discussed on-demand learning as a new model for education, often in the form of informal learning resources such as Ted Talks videos, blogs, vimeo, etc.  Certainly, these trends are right up my alley!  There are days I can’t keep up with the new technologies people are integrating into their teaching (which is ironic, given that I also work with faculty who struggle with the concept of simply setting up a gradebook in our LMS).  One faculty member I work with started integrating VR into his political science classes, and this year is getting students to create and critique their own VR experiences.  All ends of the spectrum, and no end in sight.  Guess I will be employed for awhile!

References

Bersin, J.  (2015, March 13).  Culture: Why It’s The Hottest Topic In Business Today.  Forbes.  Retrieved from https://www.forbes.com/sites/joshbersin/2015/03/13/culture-why-its-the-hottest-topic-in-business-today/#6f6e6e6c627f

TechTarget.  (2014, February).  Omnichannel.  Retrieved from http://searchcio.techtarget.com/definition/omnichannel

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PIDP 3100, Blog Post 2: Trends in Adult Education

In last week’s blog post, I explored trends in my field, eLearning.  Now, trends in eLearning overlap with trends in adult education, so I found myself wondering what  trends in adult education I could explore outside of my field for this blog post.  Then it hit me!  I am going to talk about a trend in adult education related to active learning strategies, something called Liberating Structures.

Now, Liberating Structures are not just a trend in education. According to McCandles and Lipmanowicz (http://www.liberatingstructures.com/), liberating structures can be used to, well, liberate organizational structures, meetings, presentations, brainstorming sessions, and other non-educational practices.  But, they are also active learning strategies that can be used very effectively in educational settings, both face-to-face and online.

The article I will explore to for this post is A liberated professor speaks by Arvind Singhal, a professor at the University of Texas at El Paso.  Mr. Singhal has been using Liberating Structures in his teaching for the past several years, and states that “the nature of the student feedback I hear has noticeably changed…[to being] deeper, more soulful.” (Singhal, p.2), and that Liberating Structures have, by removing him from being the sole [PROVIDER] of knowledge to enabling him “see the vast experiential and intellectual resource participants bring into a classroom individually and collectively.” (Singhal, p.7)

What I enjoyed the most in this article was the joy Mr. Singhal expressed when talking about the profound change in his classrooms and students after he started using Liberating Structures.  Even “[s]imple structures like sitting in a circle, introducing a talking stick, and providing people an equal opportunity to be seen and heard changes the quality of the connections and interactions in a classroom.” (Singhal, p.6)  The circle is at the heart of Liberating Structures (representing the breaking down of the hierarchy of the classroom), as is the use of the talking stick, which creates a situation in which everyone is heard equally, without interruption.  Singhal finds that by becoming a part of the circle and “just “letting go” of the thought of “professing” profoundly changes the way I design my classroom.” (Singhal, p.7)

McCandles, Lipmanowicz, and Singhal in their 2015 work, describe one faculty member’s use of a Liberating Structure called Impromptu Networking (pp. 9-10), stating

[t]his small example illustrates how and why it is possible to be more effective and productive as a group and, at the same time, make it also enjoyable for all participants. It is enjoyable because everybody is actively engaged from start to finish. It feels good because everybody is given equal space to speak and be heard. It is fun because it is dynamic and energizing. It is rewarding because it gives everybody the opportunity to contribute to the whole learning process. It generates lots of interactions between people who otherwise would remain distant in spite of sitting in the same room. These multiple interactions build connections and, gradually, trust between people thus fostering a sense community, something to look forward to spending time with. Allowing the entire variety of contributions to emerge from the group enriches the conversations while leveling the playing field. The teacher becomes more of a facilitator, a partner in discovering solutions, a co-conspirator in how to have a good time while working together.

I, myself, have started to integrate liberating structures into meetings and other non-educational situations, as well as into the workshops I facilitate.  For example, I will sometimes begin a meeting or a workshop with the Liberating Structure called 1-2-3-all (which is related to think-pair-share) as an ice-breaker activity, or as a means of getting people thinking and talking about a problem.  I’ve used Troika Consulting as a way to help people trouble-shoot issues or problems they have been trying to solve.  What I really like about Troika Consulting is that it creates a situation in which the person with the problem has to listen to the potential solutions without interacting.  Finally, I have used 15% Solutions at the end of a workshop to encourage people to think about what they are able to do now (no matter how small it may be – 15%!), after attending the workshop.

One of my goals over the next year is to continue to integrate these and other Liberating Structures into my workshops.  It is sometimes a challenge for me, as many of my workshops involve participants in a lab working on computers, but we are fortunate in BC to have people well-versed in using Liberating Structures to support their use.  BCcampus facilitates workshops and events across the province, and I am looking forward to attending one such event here at Camosun College next year.  In addition, there are user groups for Liberating Structures, including one here in Victoria, which I need to get more involved with.

References

McCandles, K. & Lipmanowicz, H. (n.d.) Liberating Structures.  Retrieved from http://www.liberatingstructures.com/

Lipmanowicz, H., Singhal, A, & McCandles, K.  (2015). Liberating Structures: Engaging Everyone to Build a Good Life Together.  Retrieved from http://static1.1.sqspcdn.com/static/f/1272828/26211093/1431102982207/Lipmanowicz_Singhal_McCandless_Wang_LS_Chapter+Nov+25+2014-Final.pdf?token=YvDw3jHeRhfEwoX8VZI9pZ2ZeBM%3D

Singhal, A. (2013, April 8). A liberated professor speaks.  Retrieved from http://utminers.utep.edu/asinghal/Liberated%20Professor%20Speaks%20–%20Arvind%20Singhal%20–%20April%208-2013.pdf

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