I was recently reading a short piece from Peter Honey (of learning styles fame)
in a CIPD blog post in which he writes, saving the most important item for last in his list:
Learning to learn – the ultimate life-skill
You can turn learning in on itself and use your learning skills to help you learn how to become an increasingly effective learner. Learning to learn is the key to enhancing all the above.
When we talk about privacy, we are often talking about the right to privacy. That is something like the right to limit or constrain disclosure of information relating to oneself. I’ve often been puzzled by the concept of privacy, and I think that it helps to think first about self-disclosure.
Self-disclosure is something that we would probably all like to control. There’s a lot of literature on self-disclosure in many settings, and it is clearly recognised as important in several ways. I like the concept of self-disclosure, because it is a positive concept, in contrast to the rather negative idea of privacy. Privacy is, as its name suggests, a “privative” concept. Though definitions vary greatly, one common factor is that definitions of privacy tend to be in terms of the absence of something undesirable, rather than directly as the presence of something valuable.
Is there a good term for my specialist area of work for CETIS? I’ve been trying out “technology for learner support”, but that doesn’t fully seem to fit the bill. If I try to explain, reflecting on 10 years (as of this month) involvement with CETIS, might readers be able to help me?
Back in 2002, CETIS (through the CRA) had a small team working with “LIPSIG”, the CETIS special interest group involved with Learner Information (the “LI” of “LIPSIG”). Except that “learner information” wasn’t a particularly good title. It was also about the technology (soon to be labelled “e-portfolio”) that gathered and managed certain kinds of information related to learners, including their learning, their skills – abilities – competence, their development, and their plans. It was therefore also about PDP — Personal Development Planning — and PDP was known even then by its published definition “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”.
There’s that root word, support (appearing as “supported”), and PDP is clearly about an “individual” in the learner role. Portfolio tools were, and still are, thought of as supporting people: in their learning; with the knowledge and skills they may attain, and evidence of these through their performance; their development as people, including their learning and work roles.
If you search the web now for “learner support”, you may get many results about funding — OK, that is financial support. Narrowing the search down to “technology for learner support”, the JISC RSC site mentions enabling “learners to be supported with their own particular learning issues”, and this doesn’t obviously imply support for everyone, but rather for those people with “issues”.
As web search is not much help, let’s take a step back, and try to see this area in a wider perspective. Over my 10 years involvement with CETIS, I have gradually come to see CETIS work as being in three overlapping areas. I see educational (or learning) technology, and related interoperability standards, as being aimed at:
Relatively speaking, there have always seemed to be plenty of resources to back up CETIS work in the first two areas, perhaps because we are dealing with powerful organisations and large amounts of money. But, rather than get involved in those two areas, I have always been drawn to the third — to the learner — and I don’t think it’s difficult to understand why. When I was a teacher for a short while, I was interested not in educational adminstration or writing textbooks, but in helping individuals learn, grow and develop. Similar themes pervade my long term interests in psychology, psychotherapy, counselling; my PhD was about cognitive science; my university teaching was about human-computer interaction — all to do with understanding and supporting individuals, and much of it involving the use of technology.
The question is, what does CETIS do — what can anyone do — for individual learners, either with the technology, or with the interoperability standards that allow ICT systems to work together?
The CETIS starting point may have been about “learner information”, but who benefits from this information? Instead of focusing on learners’ needs, it is all too easy for institutions to understand “learner information” as information than enables institutions to manage and control the learners. Happily though, the group of e-portfolio systems developers frequenting what became the “Portfolio” SIG (including Pebble, CIEPD and others) were keen to emphasise control by learners, and when they came together over the initiative that became Leap2A, nearly six years ago, the focus on supporting learners and learning was clear.
So at least then CETIS had a clear line of work in the area of e-portfolio tools and related interoperability standards. That technology is aimed at supporting personal, and increasingly professional, development. Partly, this can be by supporting learners taking responsibility for tracking the outcomes of their own learning. Several generic skills or competences support their development as people, as well as their roles as professionals or learners. But also, the fact that learners enter information about their own learning and development on the portfolio (or whatever) system means that the information can easily be made available to mentors, peers, or whoever else may want to support them. This means that support from people is easier to arrange, and better informed, thus likely to be more effective. Thus, the technology supports learners and learning indirectly, as well as directly.
That’s one thing that the phrase “technology for learner support” may miss — support for the processes of other people supporting the learner.
Picking up my personal path … building on my involvement in PDP and portfolio technology, it became clear that current representations of information about skills and competence were not as effective as they could be in supporting, for instance, the transition from education to work. So it was, that I found myself involved in the area that is currently the main focus of my work, both for CETIS, and also on my own account, through the InLOC project. This relates to learners rather indirectly: InLOC is enabling the communication and reuse of definitions and descriptions of learning outcomes and competence information, and particularly structures of sets of such definitions — which have up to now escaped an effective and well-adopted standard representation. Providing this will mean that it will be much easier for educators and employers to refer to the same definitions; and that should make a big positive difference to learners being able to prepare themselves effectively for the demands of their chosen work; or perhaps enable them to choose courses that will lead to the kind of work they want. Easier, clearer and more accurate descriptions of abilities surely must support all processes relating to people acquiring and evidencing abilities, and making use of related evidence towards their jobs, their well-being, and maybe the well-being of others.
My most recent interests are evidenced in my last two blog posts — Critical friendship pointer and Follower guidance: concept and rationale — where I have been starting to grapple with yet more complex issues. People benefit from appropriate guidance, but it is unlikely there will ever be the resources to provide this guidance from “experts” to everyone — if that is even what we really wanted.
I see these issues also as part of the broad concern with helping people learn, grow and develop. To provide full support without information technology only looks possible in a society that is stable — where roles are fixed and everyone knows their place, and the place of others they relate to. In such a traditionalist society, anyone and everyone can play their part maintaining the “social order” — but, sadly, such a fixed social order does not allow people to strike out in their own new ways. In any case, that is not our modern (and “modernist”) society.
I’ve just been reading Herman Hesse’s “Journey to the East” — a short, allegorical work. (It has been reproduced online.) Interestingly, it describes symbolically the kind of processes that people might have to go through in the course of their journey to personal enlightenment. The description is in no way realistic. Any “League” such as Hesse described, dedicated to supporting people on their journey, or quest, would practically be able to support only very few at most. Hesse had no personal information technology.
Robert K. Greenleaf was inspired by Hesse’s book to develop his ideas on “Servant Leadership“. His book of that name was put together in 1977, still before the widespread use of personal information techology, and the recognition of its potential. This idea of servant leadership is also very clearly about supporting people on their journey; supporting their development, personally and professionally. What information would be relevant to this?
Providing technology to support peer-to-peer human processes seems a very promising approach to allowing everyone to find their own, unique and personal way. What I wrote about follower guidance is related to this end: to describe ways by which we can offer each other helpful mutual support to guide our personal journeys, in work as well as learning and potentially other areas of life. Is there a short name for this? How can technology support it?
My involvement with Unlike Minds reminds me that there is a more important, wider concept than personal learning, which needs supporting. We should be aspiring even more to support personal well-being. And one way of doing this is through supporting individuals with information relevant to the decisions they make that affect their personal well-being. This can easily be seen to include: what options there are; ideas on how to make decisions; what the consequences of those decision may be. It is an area which has been more than touched on under the heading “Information, Advice and Guidance”.
I mentioned the developmental models of William G Perry and Robert Kegan back in my post earlier this year on academic humility. An understanding of these aspects of personal development is an essential part of what I have come to see as needed. How can we support people’s movement through Perry’s “positions”, or Kegan’s “orders of consciousness”? Recognising where people are in this, developmental, dimension is vital to informing effective support in so many ways.
My professional interest, where I have a very particular contribution, is around the representation of the information connected with all these areas. That’s what we try to deal with for interoperability and standardisation. So what do we have here? A quick attempt at a round-up…
I have the strong sense that this all should be related. But the field as a whole doesn’t seem have a name. I am clear that it is not just the same as the other two areas (in my mind at least) of CETIS work:
Of course my own area of interest is also relevant to those other players. Personal well-being is vital to the “student experience”, and thus to student retention, as well as to success in learning. That is of great interest to institutions. Knowing about individuals is of great value to those wanting to sell all kinds of services to to them, but particularly services to do with learning and resources supporting learning.
But now I ask people to think: where there is an overlap between information that the learner has an interest in, and information about learners of interest to institutions and content providers, surely the information should be under the control of the individual, not of those organisations?
What is the sum of this information?
Can we name that information and reclaim it?
Again, can people help me name this field, so my area of work can be better understood and recognised?
If you can, you earn 10 years worth of thanks…
I picked up a tweet yesterday via Paul Chippendale from an HBR blog called “You Are (Probably) Wrong About You” by Heidi Grant Halvorson. This seems to me a useful tying together of several important things: (e-)portfolios, reflection, critical friendship, and how to run P2P organisations. She writes:
Who knows you best? Well, the research suggests that they do — other people’s assessment of your personality predicts your behavior, on average, better than your assessment does.
[...]
In his fascinating book Strangers to Ourselves, psychologist Timothy Wilson summarizes decades of research [...] showing us just how much of what we do during every moment of every day [...] is happening below our conscious awareness. Some of it we can notice if we engage in a little self-reflection, but much of it we simply cannot — it’s not directly accessible to us at all.
This might remind us first of the perennial problem of e-portfolios and reflection. People tend to reflect only in their own way in their own time, and this is not necessarily helpful for their personal development. It is not easy for practitioners to persuade people to use e-portfolio tools to reflect in a fruitful way. And when it comes to putting together a presentation of one’s abilities and qualities using an e-portfolio tool, the result is therefore not always realistic.
Often what is more effective is a personal one-to-one approach, where the person in the helping role might be called a mentor, a coach, a personal tutor, or something else. But here we run into the problem of the moment: resources. In many related fields, resource is being taken away from personal contact, with learners left to fend for themselves, given only a website to browse.
If only … we could create an effective peer-to-peer mentoring service. This approach has certainly been explored in many places, not least in Bolton, but I do not have personal experience of this, nor do I currently know of authoritative reviews of what is seen as genuinely effective. One might expect pitfalls of schemes under that name to include a formulaic approach; a lack of genuine insight into the “mentee”; and a reliance on older-to-younger mentoring, rather than a more strictly peer-to-peer approach. In Bolton it would appear to be still a minority practice, and the support is clearly given by more advanced to less advanced students. In this kind of setting, what is the chance of a peer mentor helping to correct someone’s misconceptions about their own abilities?
The term “critical friend” seems to me to address some of these potential deficiencies with peer mentors. If the people in question really are friends, if they know each other well and trust each other, surely there is more of a possibility of bringing up and challenging personal misconceptions, given the mutual desire and a supportive culture. The Wikipedia article provides helpful background. There are many other useful sources of ideas about this idea, also known as “critical colleague”, “critical companion” or “learning partner”, all pointing in the same general direction. The idea has taken root, even if it is not yet a well-known commonplace.
The critical friend concept is certainly inspiring, but how many people have colleagues who are both willing and well-positioned to act in this role? In my experience, friends seldom see the range of professional behaviour that one would want constructive critique of, and colleagues seem rather more able to offer positive suggestions in some areas than in others. The challenge seems partly in bringing such practice into the mainstream, where it does not seem odd, or too upsetting to a culture too weak for anything more strenuous than laissez-faire.
What I believe we need is more practiced and reported experimentation along the lines of benefiting from what colleagues are prepared naturally to do, not expecting everyone to have counselling skills, or a sufficient rapport with each other to be the person … well … that we would like them to be! And in any case there are potential problems with small closed groups of people, whether pairs or slightly larger, all commenting on each other’s performance. It could easily lead to a kind of “groupthink”.
My guess is that there is a robust peer-to-peer solution waiting to be more widely acknowledged, tested, and incorporated into work cultures. I have provisionally thought of it as “follower guidance“, but I will save writing more on that to later, and hope that people may comment in the meantime on how would you address the challenges of people mis-assessing their own abilities and qualities. Really, we need to have a culture that promotes good self-knowledge, not only to help personal and professional development, but also to serve as the bedrock of an effective P2P culture.
p.s. I have now written more on the follower guidance idea.