Learning journeys and small stops

My email alerts this morning brought me links to discussions of learning journey plans and microlearning.

By coincidence, my physical journey to the University of Canberra campus today took me past the light rail building work on Northbourne Avenue, the first signs of a station stop under construction, and this poster:

The posts that took me on my metaphorical learning journey were:

Helen discusses tinkering, sense-making and creating in her post in the context of Harold Jarche’s seek, sense, share framework. She shares her personal learning plan template. Helen’s categories in this plan are:

  • Exploration
  • Reading
  • Contribution
  • Creation
  • Reflection
  • Action

Her template is available at this link.

Sharon’s post includes this visualisation of a learning journey:

Sharon will have a template to share that will require learners to plan for four phases (prepare, acquire knowledge and skill, build memory and transfer, use over time) and six steps of their journey:

  • Notice
  • Commit
  • Learn and practice
  • Repeat and elaborate
  • Reflect and explore
  • Sustain over the long term.

Shannon’s discussion of microlearning helped me think about how I might support the learning journey with small stops on the way. Shannon sought to counter seven myths about microlearning:

  • Microlearning is time-dependent
  • Microlearning is all about video
  • Microlearning is just chunking
  • Microlearning requires technology
  • Microlearning is one-size fits all
  • Microlearning is easy-peasy to create
  • Microlearning is a fad

Canberra’s light rail will have thirteen stops on the journey in phase 1 of the project. The Canberra Metro website shares this aspiration:

Light Rail in Canberra offers an exciting opportunity to transform Canberra and deliver a truly integrated transport system, which will provide more options in how Canberrans move around, which in turn will enrich lifestyles and enhance growth.

I wonder whether some of these ideas fit learning journeys too. I particularly like the idea of transformational journeys … with very flexible timetables.

Photo Credits

Frame 11 (N J Cull, CC BY-NC-ND 2.0)

Light rail coming poster 2018 (Spelio, CC BY-NC-ND 2.0)

Thinking about course design

I have been thinking about designing University courses in an age of open educational resources.

My particular interest at the moment is the combination of data science and sport analytics.

I keep returning to the idea of a ‘pedagogical technologist‘ able to offer ‘structured exposure’ to learners who might not otherwise choose to attend university. I see structured exposure as the key here if we are to offer a service to students in an institutional setting.

My inspiration is Alan Levine.

In 2014, Howard Rheingold described Alan as a pedagogical technologist “an architect of open, connected learning systems that enable students to take power over and responsibility for (and joy in!) their own learning”.

Howard added “Many people have something to say about what to do with the educational opportunities afforded by digital media. Fewer can persuasively articulate a case for specific pedagogies that digital media enable”.

I think Alan does this profoundly well.

Howard observed “while schools no longer have a monopoly on learning because free digital media can be used to learn anything, knowing what to learn, how to learn, what questions to ask, isn’t a given, even with the savvy online self-learner. The role of the instructor has not gone away, but it has shifted …”

This shift came to mind this morning when I read Bharath Raj’s How to play Quidditch using the TensorFlow Object Detection API.

I wondered how I might engage students like Bharath should he want to extend his domain knowledge to sports other than Quidditch as he guided his readers “through creating your own custom object detection program, using a fun example of Quidditch from the Harry Potter universe! (For all you Star Wars fans, here’s a similar blog post that you might like)”.

In his post he noted:

My motive was pretty straightforward. I wanted to build a Quidditch Seeker using TensorFlow. Specifically, I wanted to write a program to locate the snitch at every frame.

But then, I decided to up the stakes. How about trying to identify all the moving pieces of equipment used in Quidditch?

I though any design for learning I might propose would need to be profoundly personal. In this case, I wondered how prospective students might be introduced to object detection in sport using Bharat’s blog post as a problem finding start to a learning journey that encompassed first principles and granular detail.

I thought I might extract some provocations from the post and suggest students go back to some early work by Janez Pers and his colleagues (2002) and on to some of the more recent ‘ghosting’ studies of basketball and football.

This could become a spontaneous hackathon. At the University of Canberra, for example, I imagine this being facilitated by Roland Goecke in ways that underscored the power of structured exposure.

I hope students and teachers would have personal and shared learning journals that make transparent the emerging understanding about big things and small things. In doing so, we would all be moving toward a world that will be rather than a world that was.

I sense that pedagogical technologists are at home in this world of emerging performances of understanding. It is a fallible environment that demands institutions themselves become much more agile and much more imaginative in ways that courses are designed and assessed.

Photo Credits

Music abducted me (Carlos Romo, CC BY-NC-ND 2.0)

Alan Levine on/of the web (Kristina Hoeppner, CC BY-SA 2.0)

A model Fenway Day (Brian Talbot, CC BY-NC 2.0)

That Coaching Feeling 2: Boorowa, Apples and Ashes

My granddaughter, Ivy, much to her surprise and delight, qualified for a regional swim carnival at Boorowa. She and I had a second opportunity to travel to an event together. This time it was a four-hour round trip to Boorowa, NSW.

The Boorowa Pool is an excellent facility. It was cold but Ivy had an advantage … she swims in the ocean in Tasmania in January. As she points out, nothing could be as cold as that (I did not mention the North Sea in July).

Ivy and I really enjoyed the welcome to the event. Brendan Maynard, the Principal of St Joseph’s College Boorowa, provided a very gentle start to the day and expressed his community’s delight at hosting the event.

Ivy did not have to wait long for her event on the program (Event 8, Heat 1), the 50 metre freestyle. We had done some practice a few days before to get used to a 50 metre pool. Ivy helped some other competitors in marshalling this time and also helped at the starting blocks.

Ivy swam four seconds faster at Boorowa than she had at the Yass pool. She stopped to catch her breath twice but finished the length very strongly. She really enjoyed the experience.

Shortly after we set off for home, a journey of 180 kms. Ivy dozed for part of the journey but we did speak about her swim and the joy it gave her and me.

On the journey home, I thought again about that coaching feeling. This time my thinking included the Bramley Apple Tree and a Chinese artist Zhang Huan.

The Bramley Apple Tree

Mary Anne Brailsford planted some apple pips in 1809. One of the pips took root and became the first Bramley apple tree. In 1856, a nurseryman was given permission to take cuttings from the tree. Since that time, all Bramley apples grown have come from a pip planted in 1809.

I wondered about the parallel with coaching and the seeds each of us sow as coaches. I thought too about the principles that guide coaches and how these become to root stock for subsequent experience and perhaps even a career in coaching.

Zhang Huan

Zhang Huan uses incense ash for some of his art work. This ash is produced from the burning incense in Buddhist temples in Shanghai. It is brought to his studio to be sorted by color gradation for his paintings and sculptures. Nina Miall (2007) has written in detail about Zhang Huan’s work.

She notes “these ash remains speak to the fulfillment of millions of hopes, dreams and blessings’.

Zhang Huan speaks about ash paintings and memory doors in this 2012 video. In the video he observes “Everything we are, everything we believe and want are within these ashes”.

This encouraged me to think about the hopes (ours and those whom we coach) we invest in the act of coaching and the memory doors we provide.

Towards the end of our trip home, Ivy asked me what sport I would do now if I had a choice. I said swimming. Ivy thought that might be her choice too.

Photo Credits

Lane 2 (Keith Lyons, CC BY 2.0)

The Bramley Apple Tree (Experience Nottinghamshire Now )

Zhang Huan (Frame grab)