I attended the Skype meeting yesterday evening where students from Module 2 and 3 were both present. Once again we were able to make what was discussed relevant to where we all are in our process and it was very helpful to hear from those who are preparing for their Module 3 assessments.
A few very key things I will take away with me:
1) ARTEFACTS
I am very grateful for the clarification on this! It seems as though for many this term is a bit of an enigma, and I must admit that every time I hear the word 'Artefact' I just picture some sort of Egyptian pot which has been discovered in a archeological excavation......
But no! An artefact can be described as a method of communicating something to someone else, something one is trying to convey. Considering the task in Module 3 this means communicating something about the PROCESS of creating an inquiry, and creatively expressing these thoughts via a medium which is in fitting with our practice.
The Module 3 students gave examples of their artefacts, and the diversity of their techniques is very interesting. Louise will be utilising movement through dance, where as Kathleen has created a visual, graphic puzzle to represent her artefact. This section of Module 3 gives us a chance to use expression in a different way to purely writing in an academic format. Ironically this generates anxiety because I have become accustomed to essay writing, even though when embarking on the course I felt (and still feel) like a fraudulent university student! “I'm a dancer?!” But it will be a great chance to tap into my creative side which is hopefully still lurking within.
Another realisation was that the purpose of presenting an artefact was to highlight thoughts around the study PROCESS, rather than the topical substance of the inquiry. In other words, it's reflecting on how YOU felt, what you have discovered, what you can take with you above and beyond this period of study.
And isn't that what it's all about? Applying such reflections into our everyday practice to help us develop and grow?
2) STEPPING IN SOMEONE ELSE'S SHOES
We also thought more deeply about the audience perspective. As per my previous blog, I discussed how re reading my work after timely distance was beneficial because it gave me a fresh pair of eyes, as if I was someone completely new reading the document.
Similarly, when thinking about what needs to be conveyed in the Module 3 oral presentation, it can help to put oneself in the shoes of the audience. If you could imagine you are someone who knows nothing about your inquiry. What would you want them to know? What would they NEED to know in order to comprehend your anticipated message?
This is certainly something I will think about when reviewing my work in future, and equally it's a great skill to be empathetic to other people's stances. Especially during debates or in teaching a variety of students.
3) BECOMING THE REFLECTIVE OBSERVER
Finally, we spoke about reflecting on our experiences. I noticed when composing my critical reflection essay that I hadn't until that point, taken a step back to observe how gathered knowledge from Module 1 has informed me today. I was applying the knowledge, but I wasn't conscious I was applying!
Kathleen and Louise expressed how they believe this is an ongoing development, whereby through the modules the reflection becomes more automatic. It was promising to hear how they use this skill in their every day practice now, and even try to teach it to others through their work.
This will be a goal of mine as I continue. Through reflection I am able to adapt my approach which hopefully can better my practice in the long run.
By weaving life into my practice, my study, my reflections and my learning, I can develop new ways of thinking- That is the hope!
Did others take anything different from the discussion? How has your understanding of what an artefact is developed since Module 1?
Well
I never thought I'd see the day....the day when I can finally say I
have finished my draft........finished!! Well for now at least.....I'm in
slight ignorant bliss as it's technically 'Easter holidays' so
feedback isn't possible right now. But it does mean I don't have to
spend every waking moment feeling exceptionally guilty if I'm NOT
doing something towards Module 2.
I
have to admit, lockdown has allowed me to dedicate an increased
amount of time to do the work. Although quarantine isn't my preferred
state, I admit it's an effective way of getting study done!
I
came to realise recently how useful it is to get some distance from
an assignment before coming back to it. It gives the potential to
look at something with new eyes which was helpful when making edits
to my drafts. I was able to see my work from an outside perspective,
almost stepping into an external reader's lense. It was therefore
evident what needed further clarity. Sometimes I'd lose the thread of a topic
mid paragraph, or observe that a connection was unclear. I suppose
that's why peer proof reading can be a fruitful tool.
I consider it a
bit like perceiving a work of art. Five people could be looking at one
painting and all will have their own perspectives on the meaning,
style, intention, what they believe the artist was trying to convey.
The artist responsible is the one who knows their true intentions, but in publicicing their work, they should come to expect some diverse perceptions.
However,
no rest for the wicked. There is plenty to still be getting on with-
especially as I have only very roughly planned the entire twelve week
project and there are many preparation factors which need to be
considered. Equally, you can never learn enough so I hope that I can
use my time wisely to read some more literature to further enlighten myself,
(rather than get hooked on Tiger King obviously).
One
aspect I have been thinking more about is the interview process which
serves as my method of data collection. Obviously, due to the current
Covid-19 measures, face to face interviews may not be possible, but in
an ideal situation they would be preferable. Given the nature of my
research being that it is qualitative, I believe the quality of my data
would be strengthened if I can capture authenticity from a
participant. Words can only offer so much in an interview as it's not
so much about WHAT is said, but HOW it is said.
As
Robert Weiss states:
“Social
cues, such as voice, intonation, body language etc. of the
interviewee can give the interviewer a lot of extra information that
can be added to the verbal answer of the interviewee on a question.”
(Weiss, 1994).
I
have been listening to the audio version of Weiss' book “Learning
from Strangers” and it gives a great insight into the benefits of
interviewing in qualitative research.
Much of what is explained is
relatable on a personal level as I am currently a participant for a
medical trial which has been fairly extensive. The procedure I had
requires monthly follow ups for at least a year, which means that
every month I must attend appointments where I am interviewed in both
semi structured and structured formats. I also have to complete up to
15 surveys and questionnaires, some qualitative in their approach and
others more statistical.
I
have to say, from experience I find it far more difficult to answer with a quantitative value when a topic is so
intangible. Eg- “On a scale of 1-6, how much would it bother you if
you were prevented from doing
a certain behaviour?
Well each month, my scale may be considered at different extents. It
would depend on my frame of mind that day as to how I answer the
question. Maybe I'm feeling more dramatic so I'll describe a 6, but
the next morning I could pitch a 4! Yet none of these factors are
taken into account when looking at the results, and from that one
numerical value a chain of interpretation can arise during the
analysis.
Sometimes
I'm so bored of answering questions that I just explain my answer is
the same as last month “no change”. In fact, putting my critical
hat on, the researcher often can be quite leading in her questioning
with phrases such as “I presume that's the same as last month too?”
or “I'm guessing that's still a 6?”. I've only noticed the
behaviour of the researcher as I've been progressing over Module 2 as
I'm suddenly so aware of all the work which goes into recruiting
participants!
I can reflect now on the ethical procedures which have
been put in place which are far more extensive than are necessary in
my research proposal. I have also recognised aspects such as the use
of a participant number during all the audio recordings, and the
effect note taking during the interviews has on how they flow. That
being said, it's not my job to act as some sort of researcher audit
committee! But I will use reflective observation during the coming
months in the hope that I can gain more knowledge from the
interviewing process.
Another
resource I found useful was via Kvale (1996) who has defined nine
different types of interview question which can be utilised.
Introduction
questions:
to introduce the topic.
Follow
up questions:
For elaboration eg: What did you mean...?' or Probing
questions which are similar but more specific in their purpose. Do
you have any examples?'
Specifying
questions:
eg 'What did he say next?'
Direct
questions:
Which only have a yes or no answer. (I expect these will be few and
far between when I come to interview). Indirect
questions:
will be preferable as they allow for expansion.
Structuring
questions:
To move on to the next topic (perhaps if the participant is veering
off the subject).
Interpreting
questions:
To clarify that you understand- vital for accuracy of
interpretation.
Silence:
Something I never even considered! But is expected as a participant
reflects/thinks.
(Kvale,
2006)
The
next step for me would be to identify what I hope to discover through
the interviews, so I can then begin to phrase my questions according
to the above categories. I believe a process of trial and error will
be necessary and there will be a continual learning process as I
consider what did and didn't work. Of course, different participants
will respond in different ways so I will use reflection in action to
try and navigate my way through the process. Perhaps making decisions
as I go as to how to phrase a topic so that it is effectively
communicated.
One
aspect I didn't really ponder over was highlighted in an interesting TED talk I came across. The video displays Marc Pachter's experience of his career span which focused on questioning American Greats. In it, he explains what he believes makes
a great interview.
The main takeaway points I gathered are
as follows:
1) Empathy
is vital. I will aim to convey my empathic attitude during any interview, really trying
to understand and connect with what is being said. Empathy is the
root of human connection and I believe that it promotes honesty. It
hopefully would also make a participant feel at ease.
2) In
his words “All people want is to be truthful about who they are”.
He observed that the older age group perhaps had a more reflective
attitude and were able to convey the ins and outs of their lifelong journey.
I do hope to interview a range of ages, but I will acknowledge that
seeking older participants who are in the 'past dancers' category
may be preferable.
3) One
problem? The outer shell. Something I can relate to. The 'put on a
show' automatic mentality of performers. It can sometimes be hard to
crack through that outer persona to reveal the true thoughts and
emotions of someone. Especially in a short interview window.
Hopefully, knowing 3-5 of the 6 participants will help harvest authenticity.
I
have included the link to the video below. I definitely recommend
taking a look if you are planning to use interviews as a data
collection technique!
Marc Pachter: The art of the interview:
"Marc Pachter has conducted live interviews with some of the most intriguing characters in recent American history as part of a remarkable series created for the Smithsonian's National Portrait Gallery. He reveals the secret to a great interview and shares extraordinary stories of talking with Steve Martin, Clare Booth Luce and more."
Pachter (2008)
Finally, my next step: Thinking about Pilot interviews which should be a great way to establish what
may or may not work. I cannot plan these pilot intervews to be face to face just yet obviously....maybe later Spring? Summer? Will we be released from our 4 walled confinement by then? I'm keeping everything crossed!
References
Carter,
A. (2020). Fresh Eyes Quote. Jpg
http://www.picturequotes.com/fresh-eyes-quotes
Kvale, S. (2006). InterViews:
an introduction to qualitative research interviewing.
Thousand Oaks: Sage Publications.
Pachter,
M. (2008, January). Retrieved April 18, 2020, from
https://www.ted.com/talk/marc_pachter_the_art_of_the_interview?language=en
Weiss,
R. S. (1994). Learning from strangers, the art and method of
qualitative interview studies. New York, NY: Free Pr.
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.
Ethical considerations- The topic which we focused our Wednesday skype discussion on, and a topic which is relevent across all modules of the BAPP course. This seemed very appropriate as with only three of us on the call, it just so happened that each of us was in a different module which made for a very interesting session.
It was great to reflect on how my perceptions around the topic of ethics has progressed, not just through my own critical observations, but through the process of completing each module. For example, In Module 1 I didn't really have a clue what ethics were all about! I just knew I believed things about the industry, my profession, my practice and these assumptions were cemented into my reality. The first module challenged me to question these assumptions and delve into my philosphical position. Doing so has become a little more habitual as recording my reflective journal keeps the process of questioning my thoughts at the forefront of my mind.
To summarise what was discussed between the three of us, I decided to gather my thoughts by separating my perecption of ethics between the modules I have completed so far:
And what do I predict for Module 3? Kathleen explained how ethical considerations have been very prevalent when thinking about the process of interviewing. I know that when I am formulating my interview guide for the participants, I will need to acknowledge the need for tact, professionalism, and sensitivity. This applies not only just to what I ask, but the manner in which I ask. I will be responsible for adhering to all the ethical procedures I declared I would follow on my MORE form. This means practically gaining informed consent from participants and meticulously storing data correctly. The ethics involved in the actual process of research is still very new to me, so I hope to become more familiar with the procedures as my study progresses.
I also aim to begin to link my ethical considerations and the actual procedures a little more. At present, I tend to own my ethical considerations, but see the procedures and something which is imposed- possibly because I need to seek approval from the board of ethics! But in thinking about WHY these boudaries are in place, I can connect the dots and hopefully gain more understanding of ethics overall. Finally, I will strive to keep questioning my assumptions. Especially as the goal of my inquiry is to get a very broad overview of different perspectives- NOT to just prove my hypothisis (about the link between teaching approach and student wellbeing) is correct.
I guess that well known motto is rather fitting right about now:
I arrived at tonight's Skype session feeling a little apprehensive as I knew that it was to have a Module 3 focus. But I predicted it may be good to hear more about how others who are further in the study process were finding things. And in summary it was a very thought provoking discussion! Kathleen and Tom are currently on Module 3 and they kindly shared details about their inquiry which they are presently undertaking. It was very interesting to listen to their narrative because at the moment whilst I’m merely planning, the thought of actually CARRYING OUT those plans in the future seems very distant- like a project which is hypothetical......mystical. I think the word I’m trying to find is Unknown. A word which does seem to pop up time and time again, yet still holds such an anxious weight behind it.
It’s only when taking a step back from the process of my study that I can reflect on my experiences. I’m often more concerned with theory and content, all whilst desperately trying to avoid doing things 'wrong' . It’s something I have always struggled with as a performer- everything feeling so out of my control in terms of employment, finances and what may happen next. One minute I’m in Japan dancing, the next I’m dressed up as a Cat handing out Promotional Dreamies Cat food to make some money (No joke). But the process is all about navigating through these unknowns with no particular sense of order. I defined it as messy. It always feels so messy. I think one of the aspects I find particularly difficult at present is needing to plan my inquiry in such a specific manner, with regulations and ethical steps to consider- yet the actual content of the inquiry is still incredibly loose and broad in substance. It seems like a juxtaposition? How can one apply such a concrete plan to something so messy? It feels a bit like I’m trying to pour hot water into a chocolate teapot. How can all these ideas be contained in a structure?
Figure 1: Chocolate Teapot.
Well, sadly I don’t think there is an answer to this. But hearing a description of the process Module 3 students are currently in was helpful, as they further clarified that a plan can only offer so much. I was interested in hearing from Kathleen about how her assumptions had been challenged through the inquiry process, both from studying the literature and through the interviewing of participants. It seemed that rather than answering the initial question and finding the expected answer, the enriching task of hearing other people’s perspectives on the topics actually prompted even more questions. On one hand, this is quite unsettling to hear, but parehaps also rather exciting? Especially when I think about the ultimate purpose of the inquiry endeavour, to develop my practice. Learning from others and hearing their contrasting stances may be fruitful. The findings I amalgamate could very well influence my actions as a Teacher going forwards. In fact, Adesola summed it up in a very key statement. Perhaps the messiness and unknown isn’t a compromise I need to begrudgingly dodge, maybe it’s a blessing? A life skill to add to the toolbox? Which couldn't really be more relevant in the current climate of how things are standing whilst the UK is on lockdown. NO ONE could have predicted this time last year that by Easter the streets would be deserted, enforced isolation the norm. So maybe the experience of tolerating the uncertainty is helping me to deal with uncertainty in LIFE.
That aside, I did take away some very useful notes from the discussion which I’m now going to include in a nice, structured, certain, formal list!
1) Expect to find out new things all the time- Although I’m planning now, I cannot predict what will arise when conducting my inquiry. And that is OK- That is the nature of qualitative research. One pitfall may be the temptation to then want to explore every new diversion- which could lead to and endless pit of data! Keep going back to the starting point. Keep asking what is relevant. 12 weeks won’t solve everything. 2) Literature- I think I presumed because I’d completed my literature review, that was all done and dusted. But not at all- even on Module three literature and further themes can be explored. This makes perfect sense as new themes arise, and comparing findings with literature is vital in the analysis stage.
3) A reflective journal will be useful when it comes to the analysis stage. Kathleen explained how she wrote in her journal before conducting an interview, and afterwards too. A journal will be useful to jot down feelings, worries, observations. This can then help when critically reflecting on the self, considering how I as a researcher had an effect on the study. What influence did I have? What were the limitations of the process? 4) It was helpful to hear a little more about the analysis format. Triangulation was a topic I wasn’t too familiar with. I came across the short video below which aided my understanding. It was also useful to hear how practical methods like colour coding and mindmapping were systematic ways to look for occurring themes. This is something I will explore more as I approach the planning of my analysis in the written inquiry proposal.
Figure 2: What is Triangulation in Qualitative Research?
5) And finally, as I said before. Yes things are Messy. They certainly FEEL messy. But just keep putting one foot in front of the other- ‘Beauty in the chaos’ as they say.
The messiness won’t go away, but that feeling may become more familiar. And right now, when life is so extraordinarily unfamiliar, I’ll take what I can get!
Resources 'Chocolate Teapot' Jpg. (2011, July 10). Accessed at https://www.alamy.com/stock-photo-teapot-made-of-chocolate-38160143.html What is Triangulation in Qualitative Research?(2019). Retrieved from https://www.youtube.com/watch?v=nGTA2jgcNI4
It seems impossible to think just two weeks ago, life was completely different. Towns were busy, theatre shows were thriving, and you could get a roll of toilet paper wherever you went. Now? Absolute madness. It feels so completely unreal that I am half wondering whether I really have gone mad from stress and whether this is all a terrible nightmare I’ll wake up from. Sadly not. I was struck this evening when I was reading through the Ethics section of the Module 2 handbook. The paragraph on Social and Cultural Ethics describes how society evolves over time, and with that becomes the notion of cultural normality. Something which needs to be considered when making judgements as what is defined as ‘normal’ - changes. (Akinleye, 2019).
This explanation couldn’t apply more in the current climate. People have been thrust out of their state of mundane expectations and into a situation which is entirely foreign. It has been demanded of us that our behaviour must change, and even if we didn’t intend on doing anything different- COVID-19 has other ideas. It breaks my heart to think about all of the businesses who will surely face bankruptcy in such circumstances. Dance schools have been forced to reconsider their use of Web 2.0, desperately trying to create a virtual community in less than a week just so they can stay afloat. I came across this article from the Guardian which describes the devastation on the Arts industry:
It seems so unjust that everyone has to struggle in this way, especially in a field which has questionable ethics on any regular day. Or maybe that’s just me, an assumption? How is my practice impacted by the notion of ethics?
My learning so far has emphasised how important it is to critically reflect on my perspectives, especially from the position as a researcher within an inquiry. To really challenge how I view the world is the only way I can delve deeper into the purpose of my inquiry question. (Which at the moment is looking at whether dance teacher methods have an impact on adolescent student wellbeing). My natural instinct is to be drawn to literature, participants, angles which would only justify my preconceived belief that compassion is a vital quality in ensuring good training. But in doing that, what would I learn? I’d just be gathering more and more entitlement to the fact that I hold that opinion! It would greatly reduce my ability to be reflexive. As IP 26 noted, ethics are
"an accumulation of values and principles that address questions of what is good or bad in human affairs. Ethics searches for reasons for acting or refraining from acting; for approving or not approving conduct; for believing or denying something about virtuous or vicious conduct or good or evil rules." (ALRC, 2001)
I therefore decided to create a table which took examples of assumptions from three ethical perspectives:
Reflecting on that activity, I’m aware how much harder the final row was to complete rather than the first row! Because the initial assumptions automatically come to mind. It’s also a challenge to separate the three categories as personal assumptions often seem to inform social and cultural assumptions and vice versa.
I do believe ethical considerations are important in my practice, especially when in a mode of self reflection. The following Ted talk is one I really enjoy. Here, Azol Terenez talks about how social and professional expectations in the teaching profession could mask what is really in front of Teacher’s eyes. A quick shift of perspective could majorly transform the quality of Teaching. A simple shift of mindset from a Teacher being a learner WITH the students, rather than a mere informer could drastically change their learning experience. Wow, why does that sounds so revolutionary? Possible because in society, history, education, the model of expertise against naivety has been repeated again and again. I certainly want to experiment with the advice Terenez gives when I next teach (Whenever that may be in this crisis). Please do let me know what you think- any Teachers, I’d definitely give it a watch!
Video: What makes a good teacher great?
(Figure 1)
I don’t really know where I am going with all of this. It just seems impossible to neglect the complete cultural shift we have experienced in the last seven days. I have also been having to consider the ethical considerations and procedures in my inquiry. I’d hoped to be able to observe dance classes but this is not an option due to the ethics of involving minors. So I’m now planning to conduct interviews with Dance teachers, which still brings a wave of ethical factors to consider. (I’ve been drowning in the intimidation of the MORE form).
But I will try and keep choosing to question my assumptions, stop taking such cultural expectations for granted. Because what happens when you suddenly don’t know what to expect? When nothing is predictable anymore? When normality is destroyed and there is now, a very new, strange kind of normal….
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”
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)
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 3rd
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.
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
