Over the last few months I've spent several long weekends on a neuro linguistic programming (NLP) training course and am pleased to have successfully received the certificate today.
This NLP course was practical training about the structure of subjective experience, training I would have used when interviewing my case study participants because I would have used slightly different follow up questions. The most difficult question to answer is 'how?' which is capability and one of five logical levels of structuring behaviour. My research question is 'how' question, and I'm finding it really difficult to get the answers out of interview data. Perhaps with NLP practice I might have asked more eliciting questions.
Too bad - that's learning. And I do have a new certificate :)
Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts
Friday, 23 July 2010
Tuesday, 15 December 2009
CETL conference
At the Centre for Excellence in Teaching and Learning (CETL) conference on campus today and tomorrow, I notice the word engagement in a lot of places. For example:
- MBA pathways: expectations, engagement and reality: does the MBA produce critically engaged managers?
- designing learning activities in second life for student engagement
- critical engagement in management and business education
- student engagement with e-assessment.
Wednesday, 7 October 2009
What is engagement?
Engagement’s more of a phenomenon than something definable, because it’s constructed by the various people who understand they are engaged.
If I asked you if you were engaged with your work, even a positive response from you would differ from a positive response from someone else. It’s socially constructed.
Engagement has several facets, including for example:
But what's the academic literature that I need?
If I asked you if you were engaged with your work, even a positive response from you would differ from a positive response from someone else. It’s socially constructed.
Engagement has several facets, including for example:
- Commitment/ participation /involvement /collaboration /cooperation / Negotiation
- Learning/Interest
- Vigour/Dedication/Absorption
- A mode of belonging/ Being included
- Coming to the office
- Round tables
- Mutuality
- Belief that people matter/ Create communities /Connect people /democracy
- Specific expertise / More capability
- Improved productivity
- Cross-project communication/Communication /Creates common languages/Information flows freely/Dialogue
But what's the academic literature that I need?
Monday, 13 October 2008
Cognitive enhancing drugs
This research lark means I need to remember stuff, and I never have remembered as well as I would like to. Particularly if I'm under stress, like in an interview, I cannot remember words. I've reduced the alcohol (though I do like my malt whiskey or a glass of white Burgundy) and I'm taking the fish oil tablets (though salmon's nicer).
But now I hear that there are drugs that will help me concentrate better. Cognitive enhancing drugs says the BBC here. Well, I'm not using them, but if they're not illegal, I wouldn't mind giving them a go. Perhaps then I'd be better at remembering the difference between induction and deduction, or what the title of that paper was, or that I had an appointment a week ago and have just got the letter telling me I missed it.
It's not my age. I've learned that if I learn with music I remember better. For instance, when I was doing As Italian three years ago, I learned some songs by heart. When it came to the exam, I could remember the grammar and the lyrics from the songs, so just turned the relevant phrases into the essay topic that I needed to write. I got a surprisingly good pass, better than when I did my A-levels years ago. So some things I can do better than years ago. I just need to get better still.
But now I hear that there are drugs that will help me concentrate better. Cognitive enhancing drugs says the BBC here. Well, I'm not using them, but if they're not illegal, I wouldn't mind giving them a go. Perhaps then I'd be better at remembering the difference between induction and deduction, or what the title of that paper was, or that I had an appointment a week ago and have just got the letter telling me I missed it.
It's not my age. I've learned that if I learn with music I remember better. For instance, when I was doing As Italian three years ago, I learned some songs by heart. When it came to the exam, I could remember the grammar and the lyrics from the songs, so just turned the relevant phrases into the essay topic that I needed to write. I got a surprisingly good pass, better than when I did my A-levels years ago. So some things I can do better than years ago. I just need to get better still.
Wednesday, 3 September 2008
Collaborative learning
The post grads in the maths, computing and technology (MCT) faculty are having a series of lunch time seminars or lectures on human-centred interfaces. This week, a third year student, David King, presented his findings these far on collaborative learning in a wiki environment. He's going to present his results at the Alt-C conference next week. ALT-C is an association for teaching and learning.
He'd studied two cohorts of OU students whose courses required collaborative work on an on-line report. One course was in requirements engineering and one in public administration, so one lot you might expect to be techie, and the other lot, not.
What interested me was the need to introduce a wiki to students because they hadn't used one before. So the course provided some reading and a collaborative icebreaker, like introducing themselves on the wiki, saying what they expected from the course and then editing each others input. Through out the course, this last was difficult. One reason was that it seemed rude to edit someone else's writing, and another was because there was assessment of the work, so it seemed wrong to interfere with what someone was going to get assessed on. Another problem was students' understanding of an on-line document. What they produced got too big to read on line without scrolling, or took ages to load. They needed to rethink what they were producing, and use links for example. (I wish course teams would remember this when they email out the TMAs and tutor notes, formatted for printing, but they inconsistently expect tutors to read them on the screen).
Lessons that David found included the need for constraints, like the use of templates, and for more guidance. You'll have to ask him for details - see his web page.
He'd studied two cohorts of OU students whose courses required collaborative work on an on-line report. One course was in requirements engineering and one in public administration, so one lot you might expect to be techie, and the other lot, not.
What interested me was the need to introduce a wiki to students because they hadn't used one before. So the course provided some reading and a collaborative icebreaker, like introducing themselves on the wiki, saying what they expected from the course and then editing each others input. Through out the course, this last was difficult. One reason was that it seemed rude to edit someone else's writing, and another was because there was assessment of the work, so it seemed wrong to interfere with what someone was going to get assessed on. Another problem was students' understanding of an on-line document. What they produced got too big to read on line without scrolling, or took ages to load. They needed to rethink what they were producing, and use links for example. (I wish course teams would remember this when they email out the TMAs and tutor notes, formatted for printing, but they inconsistently expect tutors to read them on the screen).
Lessons that David found included the need for constraints, like the use of templates, and for more guidance. You'll have to ask him for details - see his web page.
Tuesday, 13 November 2007
Argyris musings
Chris Argyris [1] wrote on un-discussability in the early 80s.
Something can’t be discussed and even its un-discussability is un-discussable.And this may be what is happening in the choice of what aspect of consultants’ work is publicly accounted for. Argyris was looking at the organisation so the un-discussability is at an organisation level.I also need to look at what happens in an organisation or an institution such as a government or public institution and the institutional culture that governs or influences what is discussable.
He mentions that organisations need double loop learning. Isn't this like the Johari window where there are things that you / others know/don't know about you?
[1] Argyris, Chris, 1980, Making the Undiscussable and Its Undiscussability Discussable, Public Administration Review,Public Administration Review, 205-213, vol 40, 3, 1980, http://links.jstor.org/sici?sici=0033-3352%28198005%2F06%2940%3A3%3C205%3AMTUAIU%3E2.0.CO%3B2-9, (Argyris, 1980)
Something can’t be discussed and even its un-discussability is un-discussable.And this may be what is happening in the choice of what aspect of consultants’ work is publicly accounted for. Argyris was looking at the organisation so the un-discussability is at an organisation level.I also need to look at what happens in an organisation or an institution such as a government or public institution and the institutional culture that governs or influences what is discussable.
He mentions that organisations need double loop learning. Isn't this like the Johari window where there are things that you / others know/don't know about you?
[1] Argyris, Chris, 1980, Making the Undiscussable and Its Undiscussability Discussable, Public Administration Review,Public Administration Review, 205-213, vol 40, 3, 1980, http://links.jstor.org/sici?sici=0033-3352%28198005%2F06%2940%3A3%3C205%3AMTUAIU%3E2.0.CO%3B2-9, (Argyris, 1980)
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