Connecting.......the.......dots...: (Skype Discussion 3rd April)

It seemed that many of us on Module two had similar areas of 'unknowns' as we took turns speaking about what we'd like to discuss. Adesola pointed out that in our opening requests, many of us were focusing on the urge to just attain answers-I suppose in the hope that we could come away with some further clarity! But it seemed significant when Adesola proposed we discussed areas of interest or 'findings out' from over the week instead. Ths shifting the aim from TAKING to  CONTRIBUTING. 

Ironically this is something I have been thinking a lot about as I have been writing my Critical Reflection essay-The contribution from others. A factor which seems to have been very prevalent in my study over Module 2.

But How? 

As I begin to reflect on this evening's call, I can recognise how the lenses which were the focus in Module one are now relevent in my present actions.

Firstly, Alison described how she was able to carry out a Pilot interview, which almost acted like a rehearsal for the data collection to come in Module 3. I was struck by Alison's reflections as she established what she took from the piloted experience, other than just the tangeable data collected. Alison explained how she came away with the message that 'There is no such thing as a good or bad interview, there is always something you can take away from it.' 

I like this idea, and I couldn't help but connect it with a segment of my critical reflection essay. In the segment I observe how unfruitful endeavours still can deliver processeses of learning- Even when the task doesn't work out as one hoped. Being able to reflect on that fact IS learning in itself. For example: Assessing- what can I do differently next time? Did I develop any new skills? What worked? What didn't? Basically, the very purpose of reflective practice!

Taking this further, I could acknowledge that Alison's experience had an influence on my thoughts, and subsequently my future actions. Via connecting in our community of practice, an idea was raised, which then initiated further ideas, thus generating collective knowledge. This connectivism has become increasingly familiar, and I definitely appreciate how the collective contribution of my peers has impacted on my capacity to learn.

Another instance I can associate with Module 1, is through our discussion of analysis withn the Skype call. The contribution of ideas from others made me realise how much I 'don't know'. As mentioned in my blog post below, I was suddenly thrust from unconscious incompetence into conscious incompetence! That lovely, uneasy place of insecurity. So I began to jot down notes on areas I needed to research more about, areas in which I realised I was lacking understanding. 

Serina kindly recommended some literature which aided her in the analysis topic. I intend to explore her suggestion, but as I am quite an auditiry learner (Which I discovered through module 1) I wondered whether I could access the audio book version instead- Oh look- An instance in applying my knowledge of Howard Gardner's Multiple Intelligence theory! (Gardner, 1983)

Also, in being quite a visual learner, I know I have always found imagery very helpful. I can recall when I was a dance student having one teacher who would describe the most colourful unique descriptions. I could relate these similes to the movements I was creating and I remember that feeling of tacitly 'understanding' what he was trying to convey. It was as through my body responded to the mental picture I was holding. I use this descriptive method in my teaching now, especially if I recognise that a dance class responds positively to that kind of feedback- (Just because I learn that way doesn't mean others do!). 

 

Anyway, what I was going to say in relation to the method of visualising- Was how I cannot help but liken the discursive experience this evening to looking through a telescope. What I interpreted depended on the circumference of the lens.

• In a zoomed in position, the focus is narrow, which provided very specific information. An example of this would be practical examples given such as “I plan to use colour coding as a method of analysis.”

• Zooming out a bit allowed me to reflect on MYSELF. What learning processes am I using and how do these link to my previous study in Module 1?

• Zooming out again, I consider the world around me and the Bigger picture. This was prompted by a comment about the impact on COVID-19 on our chosen method of data collection. Viewing all the influences from around me will have a domino effect on my research outcomes.

• Finally, looking at the entire landscape. What does all this mean and how do these connections work in research? In every day life?

Using my questionable artistic skills, I attempted the drawing below! 

 

 It wasn't until the final moments of the Skype as Helen was summarising, that CONNECTIONS emerged as the over-riding theme of the evening. In hindsight, it all became so clear how the theme ran through all the contrasting discussions, but with foresight at 6pm we'd never have known this. Almost like joining dots back to front. Immediately, I made another mental connection- the inspirational talk by the late Steven Jobs, in which he describes what it means to connect the dots backwards. I have included a Youtube Video below, and I often re visit the poignancy of his words when I feel I have lost perspective.

Connect the Dots: Words by Steve Jobs: A Youtube Video

You cannot connect the dots looking forward, you can only connect them looking backward. So you need to trust and believe and keep working on yourself. Steve Jobs shares his wisdom and how he achieved success in life. 

 Figure 1: Connect the Dots. Video media.

How does everyone else make connections? Please do share your thoughts! Lets connect :-).

Resources

Connect the Dots | Steve Jobs Inspiring Speech. (2017). Retrieved from https://www.youtube.com/watch?v=SimlLjHioz4  

Gardner, H. (1983) Frames of the Mind: The theory of Multiple Intelligences. New York. Basic Books.