"Why am I doing this?" Skype discussion: Weds 26th Feb.

Yesterday morning, the group Skype call seemed to be populated with a good mix of different modules, everyone at their own stage of the process. It's always reassuring to feel the familiar glossary of terms associated with my current module, plus to look back on where I was, as well as feeling intirgued about what is yet to come in the third term.

We were encouraged to be specific in our vocal introductions which I was grateful for, as it added more context and colour to the conversation. I am beginning to get an idea of who is interested in what area and why. And yes, Ironically, this became the topic of the conversation. WHY? In fact, the word was mentioned so frequently it was even suggested we alter the term to 'questioning' instead!

Adesola began the topic by recalling an account of an instance where the question was raised by a group of colleagues. They asked themselves:

“WHY AM I DOING WHAT I'M DOING?”

In practice, it sounds so simple yet it's one of those imperitive notes of consideration which is so easy to veer from. The example communicated to us concerned a group of businessmen, who were encouraged to attend a dance class. Knowing the stereotypical presentation of an office worker, the chances are they wouldn't just blindly comply with such peculiar instruction. Natural human instinct would prompt them to ask why they might need to do so? Therefore- An informative explanation as to how it would be a beneficial team building event to promote fitness may increase willingness of the group and would at least provide them with some sense of purpose. 

The need would lead to awareness, which would lead to wonder, which would lead to purpose, which would lead to action and eventually a state of 'knowing'. I made a little flow chart of this as I was only just reflecting in action about my process of blogging. For example:

 

“PURPOSE: why you do something or why something exists”

Definition of purpose from the Cambridge Advanced Learner's Dictionary & Thesaurus © Cambridge University Press.

Of course if the learning process was that simple then I'm sure I'd be feeling far more secure about the process of the BAPP course! But in the advancement of technology, where an overwhelming amount of information is now accessable at our fingertips; It can make the learning process seem exponential. 

I have been reading quite a lot about student centred learning and how education has adapted over the years to suit the culture endured. Where once an authoritarian teacher may have just delivered a tick box syllabus, now learners are encouraged to direct their own processes with autonomy. Carl Rogers, an American psychologist contributed to the student centred learning. The notion that the process in which knowledge is discovered by oneself, he believed was the exact type of learning which was influential enough to adapt behaviour. (Kraft, 1994)

Once again, I can take from this a reminder that knowledge is grown out of the anxious experience of firstly NOT knowing. The recognition of realising I am in the dark could be prompted by a number of factors:

Applying this to my current stage of study, I will aim to keep exploring a broad range of literature which covers all perspectives. This can be achieved by not narrowing down my inquiry question so early on as this would limit my range of discovery. We discussed as a group how a narrow mind in research can lead to a loss of substance, of nuance around the original question, and subsequently the original intention of the endeavour.

I would like to share an image I came across on a Website which had a very interesting read. The author; Sarah Briggs lists the benefits of not knowing something- which compliments our topic of discussion. I have incliuded a link to the website below:

Figure 1: From 'The Power of I don't know' (Website below)

https://www.opencolleges.edu.au/informed/features/the-power-of-i-dont-know/

On a final note- As a student rep I also took part in a Student Voice discussion. We aimed to feed back on any concerns/suggestions from current students on the BAPP course as well as highlighting the positives we have experienced. The official meeting will be held this coming Tuesday 3^rd of March, so I'd love to hear any more thoughts! Please get in contact if you would like us to communicate anything to Adesola and Helen, and we can then raise any topics with the University committee.

More information will follow, but there was a general consensus that we wanted to create more of a community amongst those who are studying. As long distance learners, it can often feel quite isolating- especially when one is struggling with the course content. I know I often feel this way personally and wish I could speak to someone else for reassurance! Lorien has therefore kindly created a Facebook group for BAPP members so we'd love for people to join. It's quite a task to source who is part of the program at present,  so please do add me on Facebook! If you just search Sophie Coster you'll find me.

Equally, my email address is: sophie.coster@gmail.com.

Hopefully we can be the voice of anyone who wants to express a viewpoint, and fingers crossed from now on we can strengthen the community of support!

 

Bibliography

Briggs, S., Briggs, S. B. S., & Briggs, S. (2015, August 15). The Power of "I Don't Know". Retrieved from https://www.opencolleges.edu.au/informed/features/the-power-of-i-dont-know/

Kraft, R. G. (1994). Bike riding and the art of learning. In L. B. Barnes, C. Roland Christensen, & A. J. Hansen (Eds.), Teaching and the case method. Boston: Harvard Business School Press, Pg. 41

Purpose. (n.d.). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/purpose

Reflecting on the enormity of a Literature Review.

Upon re reading the module two handbook, I found myself taking a slightly different approach. Adesola's words “It's all about the process” have really resonated with me and much like the Module one study where much of it was reflecting on our practice/methods of learning, I decided to become the observer of my own actions. One could say I am 'reflecting on action' in order to improve my ability to reflect in action. A process theorised by Donald Schon (1983) which I believe is of prime importance in my continuous teaching development.

The first barrier between being able to conduct a literature review- was the fact that I didn't actually know what a Literature review was. (It would be a good place to start by finding out!)- This can be described as recognising what I DON'T know, meaning- I value the need to enlighten myself. I achieved the now known knowledge by typically using a search engine and asking some of my friends who are academics.
I then reflected on the type of literature I needed to research before I defined how I would go about this, demonstrating a step by step approach. I began by making the mind map I displayed in my previous post which helped to gather all my stray ideas into one document. I chose this method because I'd found it helpful in the previous module, and I know from previous study endeavours that getting things down on paper is beneficial to me.
With this general map, I read the Lit review section in the handbook which is a document I trust. I like how direct it is and how the targeted audience (students with practicing backgrounds) are spoken to with a suitable level of intellect. As the observer, I noticed my mind was picking up on some key points. For example, I know I have a tendency to ramble and get carried away. Hence my predisposed risk of mistakenly reading ALL of EVERYTHING searchable. 'Point noted'. Additionally I computed the difference between Key texts and general literature. 

At this point I will also mention that between the end of Module 1 and the commencement of Module 2, I was aware that we would have to do a literature review, and so in the background I had been gathering some texts I thought may be of interest. My awareness has increased and I do find myself paying more attention to articles and viewpoints on the topic of teaching, dancing and mental health.

It goes without saying that I normally have to read the general instruction guides for anything technical. Subsequently, the library search guides on Uni Hub helped me to generate a search which then allowed me to successfully save any relevant literature into a favourites list.
I'd say I was merging a few different points of David Kolb (1984) and his learning cycle. Here- Reflective observation and Active participation being the main two. I was developing a little more confidence as the process progressed. Once I had gathered about 8 different texts, I then proceeded to peruse.

The reading was challenging. I noticed myself getting carried away and wanting to read an entire article. I'd then write notes on it before finding another article which was actually more relevant but held the same view point. Because I'd already recognised my risk of getting carried away, I was able to recognise this in the moment- almost like an act of mindfulness. Thinking about areas of learning, I can relate this to some Cognitive remedial therapy I once received which aims to increase mind flexibility. I recall having to summarise a long document into 2-3 sentences. This skill would prevent one getting lost in the minor details and so I was trying to replicate this technique once again.
A couple of times I was able to reassure myself with the notion that I knew this process would feel uncomfortable- I knew my punitive mind would be doubting every move I made- presuming I was doing it wrong. Why wasn't I confident in my venture? I just wanted to do it all now and do it right! Which conversely is the complete opposite of what my study is trying to achieve.....

There were instances of delight as I'd discover a text which seemed highly interesting and relevant. However, it's tricky to recognise what is relevant when I'm not entirely sure of the actual inquiry question yet. The Skype discussion I had helped ease my anxieties about the unknown as it was emphasised how the question ONLY comes at the end of Module 3! This was all about the journey of researching, keeping an open mind. I made a mental note to explore even more avenues when I next returned to my journal searching. My peers were factors which helped this discovery:

Kathleen exampled all the different branches I could look into- branches I hadn't even considered! I realised I'd been making assumptions according to my own knowledge. For example, my acceptance about the term mental health. Yes, but what actually IS mental health? Is there literature on the definition? What is therapy? What does therapy mean? Within my literature search I actually challenged my perspective with a reseacrh journal on dance as therapy. Swaying the balance in my inquiry proposal opened a huge number of avenues. Rather than focusing on the typical local dance studio or training colleges, what about institutions where dance is is introduced as a creative therapy- to non dancers? For some reason, this sparked my interest which may be a sign I need to explore the area more.
Learning from others has always been a useful tool for me so I always encourage myself to attend as many Skype discussions as I can.

So what's the point of all this? I suppose what I am trying to say is that I am consistently learning what I don't know, which then informs my next steps in a process. This means that it's impossible for stagnation to occur. The process WILL change as I discover new meaning. My reading search the next time around will be broader in branches as a result of the discussions and feedback I have had since. I also feel encouraged to keep progressing in the later stages of the cycle-remembering it's a wheel which will go round and round, gathering information with each rotation.

I am currently away on Holiday so I knew to prepare a few books for me to try and read on location. One of which I am hoping can be a key text as through recollection, I remember reading extracts of the book The Student Dancer (Buckroyd, 2000) During my RAD studies. After a bit more internet research into the Author I discovered that Julia Buckroyd is actually an expert in eating disorders and so would perhaps hold one vital perspective in my study. But as mentioned, I am reluctant to close doors. It may be relevant, it may not be. All I can do is keep on reflecting, keep on exploring, and somehow remain hopeful that the path will become clearer as time goes on! 

With that- 

One of my favourite quotes to end with by Martin Luther King Jr:

Figure 1: Brainyquote

 

References

Buckroyd, J. (2000). The student dancer: emotional aspects of the teaching and learning of dance. London: Dance Books.

King Jr, M. L. (n.d.). Retrieved from https://www.brainyquote.com/quotes/martin_luther_king_jr_105087

Kolb, D. A. (2015). Experiential learning: experience as the source of learning and development. Upper Saddle River (New Jersey): Pearson Education Ltd.

Schön Donald A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.

5th Feb Skype: Perspectives on the Process of the Plan....

The Skype discussion this morning seemed to come at just the right time. I'd just been getting started at looking into various literature which may relate to my inquiry topic- but I felt uncommitted to the process as I was still unsure on my specific question. How could I go onto step two in the cycle without complete step one? Well it appears I would have been waiting a very long time!

It seems I have been missing the mark with the purpose of Module Two, and as Adesola signified-

“It's all about the process”. Something I have to drill into myself time and time again as I desperately pursue definitive answers. But what an inflexible way of thinking? Allowing myself to remain open minded can only open more doors. One of the main things I took away was the information stating that the inquiry question will be clearest and the END of MODULE 3. Module 3! yes- The FINAL MODULE! One of those distant concepts I couldn't possibly imagine ever being in the position of undertaking- yet I don't need to know my exact question until THEN? And there I am, trying to grasp it before the end of the week.

In some ways, this is a huge relief. It feels less like grasping and more akin to curiously exploring-which is necessary when undertaking such a huge task as an inquiry topic (See my last post for the factors which affect an inquiry topic decision). I'm quite a fan of imagery, so I'm trying to visualise the approach a bit like the rolling of a snowball.

 

Figure 1: The Snowball Effect 

The snowball represents my journey in the cycle of building a practice based inquiry. The cycle won't just consist of one rotation, instead I will work through the six steps multiple times. Each new step will inform the other and I should expect to be gaining more insight and knowledge which informs my inquiry every time I engage in the cycle (Like the cumulative effect of a snowball rolling down a hill). The key point to remember is that I will continually develop and adjust my idea according to what I am in the process of learning. In exploring outwards, I will discover things I didn't know I didn't know which is where the seeds of new knowledge are born.

So how would this relate to the inquiry theme I have been pondering about? Say I begin with the starting point of wanting to discover “Is there a link between teaching approaches and the mental health of students?”I have created the following diagram which helps me to understand the cycle a little more:

And then what? The cycle will begin again- then again- then again.

As reflect, see what I now know, see how I learn,

Then I'll plan, my plans will change, how does it feel when plans change?

And the process will never stop- not even at the end of this course. My practice is a process and as a Teacher I will always be a learner......

Oh, and on a side note- I am now one of the student representatives so I'd really appreciate hearing from you if you have any thoughts about the BAPP study course. The aim is to feedback to make improvements and highlight what is also working really well.

And of course, any thoughts on the Skype sessions today and what you took away from it would be great to hear!

References

Dewey, J. (1909). How we think. London: Heath.

Figure 1 (2017, July 20). Retrieved February 6, 2020, from https://www.youtube.com/watch?v=KWpEBUgRAcQ

Weiss, R. S. (1995). Learning from strangers: the art and method of qualitative interview studies. New York, NY: Free Press.

Narrowing down the niggles......

So here I go again- the start of another module. After reading through the Module Two handbook I feel rather overwhelmed with the amount of new information, and I'm desperately trying not to let my anxieties take over. I am casting my mind back to Module One, where at the start it all seemed like a complete foreign language to me. But gradually, step by step things started to become more familiar,  increasingly more comfortable, SAFER. Conversely, I can reflect over what I learnt in the first module and something which really resonated with me during my exploration of epistemology. Samuel A. Malone (2003) sums my current feelings up with his description of Conscious incompetence:

“The stage of learning where you know you don't know. To learn new things you must move out of your comfort zone.” (Malone, 2003, p. 171).

Malone then goes on to explain how frustration in 'not knowing' often becomes a barrier, yet everybody experiences these difficult emotions, and they need to be accepted in order to reach competence. (Malone, 2003). This also applies to areas of feedback I received, where I am now encouraged to challenge alternative ways of presenting my ideas. Writing and prose feels safe for me. But feeling safe never leads to anything new, it doesn't promote learning new skills, widening horizons and exploring hidden capabilities.

I digress- 

In reading the handbook I have decided to follow the advised steps in designing my inquiry. I can see how my findings in the previous module will influence the direction my inquiry will take- but what a large decision to make! This whole topic will advise the stance of my closing module. The idea is just the first step, as I am coming to discover that shaping my inquiry includes the expanse of literature, the consideration of ethics, the methodology behind the project and the non positivist paradigmatic approach which will influence my findings.

I have begun by mind mapping all of those 'little wonders' which arose as I have delved into my practice over the weeks. These are wonders I didn't really realise I was 'wondering about', but they are perhaps themes which re occur as I go about my practice and which have become more apparent as my skills of reflection have developed. Here is what I came up with:

Pirkko Markula and Michael Silk (2011) have been significant in this area of my learning as they explore the purpose of qualitative research. Asking myself the question 'What matters to me?' is something which opens many avenues.

Markula and Silk explain how in qualitative research, purpose and meaning is required, where mapping, social change and critique can be possessed as guides to achieving such intentions. (Markula, Silk, 2011).

So within these niggles I have been trying to work out what my motivations may be, all whilst considering that my previous experiences shape my current beliefs. Holding this in mind there is a risk of me searching for topics where I can merely justify my current theories about the world.

Lather (1986) explains, how as a researcher, principles and beliefs shape his or her's view of the world, define how one may act and constitute the kind of world they desire to experience. (Lather, 1986)

I'm not out to prove I'm right, I want delve into a facet of my practice which will support my development as a teacher. I want this knowledge to better my approach and perhaps highlight something others mayfind equally thought provoking.

One theme which is commonly reoccuring in my thoughts is the link between Dance and mental health. This is a huge web which can be streamlined into numerous 'wonders'. For instance:

• Is there a strong link between the dance industry and eating disorders?
• Does the style of teaching approach have an impact on a student's mental health?
• Does compassion in teaching benefit the student?
• What is more effective, compassionate encouragement or disciplinarian methods?
• Can the dance studio promote positive mental health?
• How can a teacher inspire self belief and confidence in their students?

The list could go on and on! These are questions I often ask myself. Critically reflecting on why this may be, I know that personal experiences play a huge part in this curiosity and I have every intention of being a teacher who cares for my student's wellbeing as well as their dance training. 

As a cover teacher I've visited a number of dance schools, all of who have such varying approaches- from the tutor who openly favours some and criticises everything from physique to technique, to the teacher who exudes compassion to all who attend. Much of this is down to the priorities of the establishment and whether they intend to compete for the best reputation. But surely there are consequences to this kind of approach, or is there? That may be my assumption but the purpose of my inquiry is to see the topic from EVERY perspective.

Another viewpoint I could adopt is questioning what is relevant? A topic of one of the past Skype discussions held, it's hard to define what is or isn't relevant. Perhaps my priorities should lie with a topic I have significantly less knowledge on. For example-

 Race diversity in dance schools: Is it limited? Are there reasons for this?

• Do boys benefit from being in mixed sex classes or male only classes?
•  Race diversity in dance schools: Is it limited? Are there reasons for this?                                                                                                                                                     Or remembering that my practice is interdisiplinary:
• How can social media be utilised for dance school promotion?
• Is it a good idea to introduce pilates to all dance students?

Another area I have always questioned and debated about is which is preferable:

A school which focuses on syllabus such as ISTD and RAD or schools where they focus purely on free work. Understandably there are many shades of grey and pros and cons to both methods, but it would be fascinating to discover the views of students who experience one or the other and see whether these contrast the to beliefs of their dance teacher.

And what about dance competitions? Festivals? Large competitive conventions which are reflective of the American industry?

As you can tell, the list is pretty endless! I need to have a thorough think about which path I may want to pursue. I'd love to hear from any of my peers about how they are managing to narrow down inquiry topics? Equally, if any of the above questions also stirs your interest? It's helpful to know whether or not what I want to discover is commonly felt by others in the industry. 

Additionally I am fully aware that I don't have full reign over research methods. I will be limited by ethics, location, time etc so my decision will take these factors into account. The following passage in Qualitive Research by Adrian Holliday (2002) sums up how circumstances have a large weight over deciding on an inquiry topic:

“What turns interests into research is again the opportunity” - “In short, many would-be researchers, in their jobs and daily lives , are already in, or can find around them situations which have the advantage of presenting ready-made research settings. What they need is to take the opportunities available”. (Holliday, 2002, p. 27-29).

I also came across the following diagram which details all the factors which may influence the choice of topic- so I certainly have a lot to think about! 

(Figure 1: Factors Affecting Choice of Research Method)

Any thoughts would be greatly appreciated- especially if they help me narrow down this network of niggles!

References

Holliday, A. (2002). Doing and writing qualitative research. London: SAGE.

Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-277. https://doi.org/10.17763/haer.56.3.bj2h231877069482 

Malone, S. A. (2003). Learning about learning. Chartered Institute of Personnel and Development.

    Markula, P., & Silk, M. L. (2011). Qualitative research for physical culture. Houndmills, Basingstoke,     Hampshire: Palgrave Macmillan.

    Thompson, K. (n.d.). Retrieved from https://revisesociology.com/2016/01/05/factors-affecting-choice-of-research-methods/

Skype Discussion: 27th November: Questioning construct

On Wednesday morning I engaged in a slightly different skype call to the others I've been a part of as this one only consisted of only three participants! One including Adesola, so the only other student was Tom who is also currently in module one. Initially I felt a sense of anxiety as I realised I'd really have to vocally contribute, which as a performer you think I'd be used to by now (sadly not). But the whole experience was incredibly helpful and I believe that between the three of us we managed to construct a relevant, thought provoking discussion.

Tom and I are both in the process of refining our Essay and diagram submissions which formed the background of our conversation. I was able to share the feedback I'd had from Adesola which had prompted me to make some improvements to my writing style. To elaborate, my first draft was very wordy and without realising it, my anxieties around not appearing 'academic' resulted in me inserting hundreds of citations, regardless of their impact. When I was instructed that to correctly format my essay, I needed to place all quotations on a separate line it highlighted to me how disjointed my writing had become. The document almost felt like a Wikipedia style fact page as opposed to an explanation of my personal practice. What I perceive to be relevant- how the theory actually applies TO ME.

Therefore, I used my initiative to research a little about APA citations and I came across a website which explained quotations should be used scarcely and only if absolutely necessary. Instead one should aim to explain a citation in their own words, whilst still correctly making reference to the original source. This was a bit of a lightbulb moment for me. Relating back to Kolb's learning cycle (1984), Kolb explains how knowledge is attained through experiences and then the transformation of these experiences into action. (Kolb, 1984, p. 41) By using reflective observation, I learnt from viewing paraphasing examples online and used this knowledge to make adjustments to my work:

Examples of Paraphrasing rather than direct quotations

EXAMPLE 1

BEFORE:

This follows the emphasis Lo et al place on student variations as they explain

“Crucial is a deep and thorough understanding of the different ways by which students come to acquire the capability targeted”. (2002, p. 4). 

AFTER:

This follows the emphasis Mun Ling Lo et al place on student variations. They explain how vital it is to understand how contrasting capabilities require adjustable targets. (Lo et al, 2002, p. 4). 

EXAMPLE 2

BEFORE:

Twyla Tharp explains that this type of Tacit knowledge

'doesn't need to be accessed through conscious effort'. (Tharp and Reiter, 2006 p 65.) 

AFTER:

Twyla Tharp, author of 'The Creative Habit' (Tharp and Reiter, 2006 p 65.) explores this type of tacit knowledge which she characterises as automatic, non-verbal and sensed rather than articulated. 

As you can see, rather than just inserting direct quotations from another source, I was able to convert what I was trying to say into my own words. Inadvertently this made the essay a little less 'academic' in my eyes which prompted me to reflect on where my focus is being directed. I was prioritising the correct writing style and proving how much theory had been understood rather than selecting what was necessary. Adesola described this in a different way by explaining students need to be telling their own story, saying what they want to say rather than just saying what they predict the tutors want to hear. 

Tom and I then both reflected on our past experiences of the notion of academia. What does it mean to be academic? My initial thought is intelligent, erudite, logical, correct. Ken Robinson describes in his book Out of our Minds, how seemingly academic subjects like mathematics and history are placed at the top of a hierarchy and the arts are at the bottom. (Robinson, 2017, p.9). I think this is a projected assumption within the education system and one which students are likely to inherit. I have memories of my teachers at Dance college almost insinuating that none of us were fit for academia, we were instead creative, as though the two are separate labels. 

Adesola challenged us with this perception. Academic is not a 'thing'. It's not a category you wake up and fall into much like one doesn't just become a celebrity. These ideas are the constructs created by other people which help us make sense of identity. There is safety in the streamlining of categories: academic/non academic. Famous/unknown. We perhaps fill these identities to reach the expectations of others, or embrace them to help us make sense of who we are. 

But how limiting to define oneself in such a way? In reality the world is objective; a result of social interactions and subsequent meanings. Instead our skills and qualities are fluid, on a spectrum, ever changing according to our environment. As Claire Robson explains, our identity is not just given to us, but through reflexive activities it is continually recreated. (Robson, 2012, p. 3).

The following video supports the idea of social construction and how it influences our identities. Florencia Escobedo Munoz questions some asumptions about her culture, and describes how these external views impact on her own concept of self.

How Our Identities Are Socially Constructed: 

Florencia Escobedo Munoz TEDxColegioAngloColombiano

Reflecting on my assumptions of intelligence which partly have been infuenced by the messages within the industry, is an example of critical thinking, or critical refection. Robert Ennis describes this as:

“the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” (Ennis, 2015)

By engaging in this method of thinking, I am able to realise that my beliefs are not concrete. There can be a continuum apon which performers can study, self educate, be intellectual as well as creative and so on. The transdisciplinary approach of my practice almost justifies this notion as mathematical skills used in my admin contrast from my communicative skills in my teaching. Performers have to juggle many disciplines in order to make a living and in realising this, Tom and I both acknowledge a ease in pressure relating to the assignment. Rather than desperately strriving to include every theory and every quotation under the sun, I will dig deep and think about what I really want to say, then work at conveying this in an appropriate tone. Therefore, I am placing myself 'somewhere' on the intangible spectrum of academia!

Bibliography

Ennis, Robert H. (2015) , "Critical Thinking", The Palgrave Handbook of Critical Thinking in Higher Education, Palgrave Macmillan, ISBN  9781137378057, retrieved 17 Oct 2019.

How Our Identities Are Socially Constructed. (2018). Retrieved from https://www.youtube.com/watch?v=uIuJT1n2vRY

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Lo, M. L., Pong, W. Y., Marton, F., Leung, A., Ko, P. Y., Ng, F. P., et al. (2002).Catering for individual differences building on variation: The first findings. Hong Kong: INSTEP, Faculty of Education, The University of Hong Kong.

Robinson, K. (2017). Out of our minds: learning to be creative. Hoboken, NJ: John Wiley & Sons, Inc.

Robson, C. (2012). Writing for change: research as public pedagogy and arts-based activism. New York: P. Lang.

Tharp, T. & Reiter, M. (2006). The Creative Habit: learn it and use it for life: a practical guide, New York, Simon and Schuster.

Networking: Collaboration, community and competition.

I haven't been able to post in a while due to my focus being intently on finalising my first draft submission! I was very tentative in sending it to Adesola, mainly because I have the usual self doubt demons running on autopilot, convincing me that I've done the work all wrong. In moments of self observation, I then have the ability to question my assumptions and affirm to myself one of the first concepts I noted at the start of the year. There is no end goal, no right or wrong. Questions lead to more questions and that is the nature of this study course.

Mindmap of Lens 3: Networks, Community and Connectivism.

In reflection, I can see that my standard approach to fulfilling a task such as an essay submission is to isolate myself, get my head down and work. I sometimes struggle to shift focus between different tasks, and in the process of writing I perceived any straying from my assessment as a 'distraction'. How ironic when writing about the importance of networks, affiliation and interactivity I was in fact contradicting this notion all together and NOT communicating. The BAPP community of practice is an example of “a group who share a common interest” where “the desire to learn from and contribute to the community with their variety of experiences” (Lave & Wenger, 1991) substantiates the generation of knowledge. There is no doubt that learning through interaction is of benefit. In fact, Siemans states “We can no longer seek to posses all needed knowledge personally. We must store it in our friends or within technology” (2006, p 51). I know that I have learnt a lot from reading the blogs of my fellow peers, especially when I am able to comment which sparks subsequent discussion. Equally the Skype discussions create innovative ideas from alternative perspectives which encourages me to embrace the diversity of input.

So if I can opening acknowledge the advantages of networking within a community, where does my resistance come from?

One factor could be my natural predisposition to introversion. Over the years I have found this to be quite a contrast to many musical theatre performers within my networks who seem to be closer to extrovert qualities. Extroverts typically gain energy from interactions, whilst introverts feel the opposite and need individual time to revitalise after social encounters. In everyday life, being an introvert may cause few recognisable consequences, but there may be implications within a professional network, especially in a profession such as the arts which is sadly a lot about 'who you know'. 

However, there is certainly a difference in willingness to participate within different networks. For example, whilst I may be tentative about contribution to a wide network of ISTD Teachers due to my perception of inadequacy, I would be more inclined to engage in a close knit team of staff at a dance school who are putting together a show. Especially if I felt inspired with creative ideas I wanted to share, and particularly if I knew that these ideas may be received without judgement. The slight change in perspective from 'networking' to 'collaborating' offers a voluntary approach which feels less suppressing than the need to network for ones own advances. Hargreaves and Dawe describe collaboration as “evolutionary relationships of openness, trust and support among teachers where they define and develop their own purposes as a community”. (1990). On the surface this sounds harmonious, but in reality human relationships consist of clashing personalities and agendas which complicate matters.

This leads me on to 'game theory' which relates to the notion of corporation, conflict and returns. In game theory, “any actions taken by the user may affect the performance of others in the same network segment”. (Lin et al, 2018). In other words, all the nodes in a network hold an element of responsibility towards the meanings and relationships within that group, where responses depend on actions encountered. 

This made me consider the potential problems which arise within a professional network. Of course there is the factor of introvert vs extrovert and the existence of lurkers online who tend to browse from a distance with limited contribution. This could be due to confidence issues as already mentioned or there may be a deeper ulterior motive which perhaps is particularly apparent in the showbiz industry which is a highly competitive field. My experience of the game when I was in the audition circuit, was that values were frequently cast aside and performers would do whatever they could to get ahead, like some sort of 'survival of the fittest'. That doesn't necessarily mean that all performers are vehemently bad people with no moral obligations, it's just the way the industry is via years of construction. Therefore, it feels counterintuitive to openly corporate with members of a network who could potentially be competition.

An example of this I can relate to is during my DDE ISTD teaching course. All candidates attended weekly sessions where we'd often be put on the spot to talk about innovative teaching methods we had conjured up. By vocalising an idea which one has piloted, you then have revealed something which other candidates could use to their advantage in their own exam. This could then lessen the innovation, the pride of having invented something which then becomes common knowledge. Conversely, this 'good idea' could be shared amongst the teaching community for the greater good, as surely the goal is to be able to influence good teaching practice for all children to benefit from? But one's desire to 'be better' may override the true intentions. Ultimately, if all contributors adopt this reluctancy to share, the whole group will suffer. As Kollock and Smith state; “ A lurker may withhold information because when they contribute, it benefits everyone in the community except for themselves. When everyone then chooses to withhold information, the collective benefit is no longer produced”. (1996).

Thankfully, when considering the BAPP community of practice, there is hopefully a less dog eat dog approach! It seems that when all parties corporate to their fullest extent, all benefit as a result which is why I am going to make it my intention to be more active in engaging with the online community. In doing so, I hope that the process will become increasingly instinctive so I can not only profit myself, but pass on the skillset of networking to my students. I came across the following video which expands upon the possibility of integrating networking theory into schools, thus providing students with a more active involvement in their own learning. Wouldn't this create more enthusiasm? An authentic and engaging experience? The predictable teaching philosophy in schools is outdated in today's current digital climate and surely embracing the wondrous communicative tools we have available can take the next generation to excelling standards?

Learning Networks Could Reconfigure Schools | Steve Regur | TEDxElCajonSalon

I'd be grateful for any thoughts on the above- especially as this would be conducive towards my communication aims! Lets not lurk, lets connect!

References

Hargreaves, A., Dawe, R. (1990) 'Paths of professional development: Contrived collegiality, collaborative cultures and the case of peer coaching' , Teaching and teacher education, 6 , (3) , pp. 227-41.

Kollock, P., Smith, M. (1996). Managing the virtual commons. Computer-mediated Communication: Linguistic, Social, and Cross-cultural Perspectives. Pragmatics & Beyond New Series. 39. pp. 109–128. doi:10.1075/pbns.39.10kol

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

"Learning networks could reconfigure schools". (2016, May 10). Retrieved November 11, 2019, from https://www.youtube.com/watch?v=gpsMDbBrAbQ

Lin, D., Wang, Q., & Yang, P. (2018). The Game Theory: Applications in the Wireless Networks. Game Theory - Applications in Logistics and Economy. doi: 10.5772/intechopen.79508

Siemens, G. (2006). Knowing knowledge. Winnipeg, MB.