One of my team mates gave me the idea for this blog during our last group meeting. We were discussing how arduous and frustrating we found the Webinar proposal process. I'm sure it's not this frustrating for everyone. It seems that some groups have what appears to be a natural affinity for getting things efficiently.
I have worked on group projects quite a bit lately, here at work. I can say, it hasn't been any easier. At work, there are varying ability levels, knowledge sets, experience, biases, ego, and a large degree of stubbornness. Here, we're not students, most of us were hired because we have a specific skill set. Bringing those skill sets to the table and making project decisions can be very difficult because many working professionals lack the humility to admit that someone else might have a better idea, or better way, than their own. We get overly invested because big ideas translate to successful projects that translates to promotions and salary increases. The stakes at work are quite different than in a classroom. In a classroom, we explore. We're here because we know that we have something to learn. We bring a degree of humility to the process of learning, or at least we should bring a degree of humility.
I have found with my group that the frustration brought to the table is generally frustration about myself, and my own performance, or lack of. What I don't know about project management is alot. What I don't know about eLearning is huge! Talk about a steep learning curve. So I'm really in a learning mode all the time and suspect that my fellow classmates are feeling very much the same. In writing this blog, I conclude that the amount of "pain" has a direct correlation to the amount of personal and professional knowledge gained from these recent experiences. I'm really pretty lucky to have the opportunity to learn, work, fail, and sometimes succeed all within the most supportive environment imaginable.
Now what was I frustrated about?
Monday, October 27, 2008
Tuesday, October 14, 2008
Connection
The assignment was actually to direct the blog toward Unit 7 and to consider the connect related material. Here I thought I could ramble on about this and that, share my deepest feelings and thoughts and basic insecurities, etc., when actually I was supposed to do something a bit more focused. Pretty tricky! Okay. I see where this is going. Lure them in with a simple creative writing exercise then slowly bring the focus back toward the lesson. Probably a good idea, I'll admit!
I’ve have been thinking a lot about connection and its obvious importance in learning and in life. The older I get, the more I look for ways to connect. I learn better when I can connect a new activity to something I already know. I communicate better with people when I seek to connect with them through shared interests, experiences, or whatever else we might have in common. Once you establish a connection, nothing else really matters. Difference in terms of skin color, ethnicity, level of education, age, and social status dissipate very quickly. Even if you only maintain that connection temporarily, you’re better off than if it had never happened.
Connection in terms of learning is equally important. This particulary applies to learning technologies like Moodle and Connect. As I stated earlier, I learn better when I can connect new learning to old. There’s a natural facility which is a real confidence builder. It emboldens me to play around and explore a little. When I feel totally disconnected, a kind of mental barrier appears and all I can think of is, “oh no, oh no, oh no.” Like a mantra. And it’s self fulfilling. You believe “oh no” and it becomes “I can’t.” I firmly believe that designers of the various technologies associated with teaching, learning, and networking (for lack of a better word - like our Connect program, for example) should always be thinking “connection, connection, connection.” Instead, it often feels like the user bears the onus of figuring out a program that goes out of its way to be difficult (Connect actually isn’t that bad). I mean, the program was designed to be used, but it’s the user who feels penalized because they can’t figure out how to use it. It doesn’t need to be that hard…
If programs were designed to mesh with how people think and the natural connections that people make (and there are natural connections, I know it), people of all ability levels could run with software. Instead, it’s as though the designer creates backwards. “You can do this, if you can figure out how to do this, this, and that.” It’s as though they’re designing a mind challenge with the intention of eliminating the unworthy. In my opinion, save the fancy stuff for people who have nothing better to do than tinker. Design a “vehicle” with everything where it logically should be so that any “driver” can turn the key and get to their destination – quickly, efficiently, and with minimal stress. The key here is “connection.” It works in life and in learning!
I’ve have been thinking a lot about connection and its obvious importance in learning and in life. The older I get, the more I look for ways to connect. I learn better when I can connect a new activity to something I already know. I communicate better with people when I seek to connect with them through shared interests, experiences, or whatever else we might have in common. Once you establish a connection, nothing else really matters. Difference in terms of skin color, ethnicity, level of education, age, and social status dissipate very quickly. Even if you only maintain that connection temporarily, you’re better off than if it had never happened.
Connection in terms of learning is equally important. This particulary applies to learning technologies like Moodle and Connect. As I stated earlier, I learn better when I can connect new learning to old. There’s a natural facility which is a real confidence builder. It emboldens me to play around and explore a little. When I feel totally disconnected, a kind of mental barrier appears and all I can think of is, “oh no, oh no, oh no.” Like a mantra. And it’s self fulfilling. You believe “oh no” and it becomes “I can’t.” I firmly believe that designers of the various technologies associated with teaching, learning, and networking (for lack of a better word - like our Connect program, for example) should always be thinking “connection, connection, connection.” Instead, it often feels like the user bears the onus of figuring out a program that goes out of its way to be difficult (Connect actually isn’t that bad). I mean, the program was designed to be used, but it’s the user who feels penalized because they can’t figure out how to use it. It doesn’t need to be that hard…
If programs were designed to mesh with how people think and the natural connections that people make (and there are natural connections, I know it), people of all ability levels could run with software. Instead, it’s as though the designer creates backwards. “You can do this, if you can figure out how to do this, this, and that.” It’s as though they’re designing a mind challenge with the intention of eliminating the unworthy. In my opinion, save the fancy stuff for people who have nothing better to do than tinker. Design a “vehicle” with everything where it logically should be so that any “driver” can turn the key and get to their destination – quickly, efficiently, and with minimal stress. The key here is “connection.” It works in life and in learning!
Sunday, October 12, 2008
Post Break Reflection
The break has given me time to think about what I’ve accomplished thus far, and to take general stock of what I think about the program. There are times, usually very early in the morning, when I think that I was foolish to involve myself in such a program. I ask myself, “who are you trying to kid?” 50 years old is very young, but it’s old to undertake something that is completely foreign in many ways. Technology for example, is a foreign, almost mystifying entity to a lot of people in my age range (50-60).
I often find it uncomfortable to carry on a conversation about the program I’m in with people my own age. They listen and politely nod their head, but the subject quickly changes to more comfortable territory, and I understand. What is equally interesting is that a lot of younger people who should have a basic familiarity with technology, look at me blankly when I begin to discuss my program, my coursework, and the projects we’re working on. Many have heard of on-line teaching, and some have taken courses, but most repeat back to me an experience with, or knowledge of, something more akin to correspondence courses.
My son for example, is enrolled in an “on-line” course that posts reading assignments, timelines of assignments due, a copy of the syllabus, and little more. There is some blogging, but nothing more sophisticated than that. Clearly, this is not on-line learning. Genuine on-line teaching and learning requires an engagement of knowledge and experience stored in mental orifices that I for one, never knew I possessed. It requires the willingness to accept challenge, discover, experiment, and persevere with some of the latest technology available, and apply it to teaching. Not an easy undertaking! Actually, it’s extremely ambitious.
This may sound dramatic to someone who is comfortable and experienced in the culture of technology. Yet, while I am a member of a class with varying levels of knowledge, experience and expertise, all of us have something to learn. I see it the Question Forum, in draft proposals requiring revision, and in highly charged comments made by frustrated colleagues. It makes me feel good to know that I am not alone in my feelings of frustration and inadequacy because at the same time, I am bolstered by the help and patience I receive from my fellow group members.
So I guess it’s best not to think about Webinars at 4:00AM. It’s probably not a good idea to wonder if anyone will hire me to do anything in this field at 5:00AM. I suppose I should be focusing on getting the sleep I need so that I can go to work and do a reasonably good job, walk my dogs, deal with supper, call my mom, and set time aside for a good session with my on-line coursework. I really do enjoy all of these things. I’m a half empty kind of a person so when things work out, as they generally do, I’m happily surprised. And when they don’t work out, it’s usually not as bad as I envisioned so again, I’m spared. At least for now, I’m halfway through this program and I’m still alive, so maybe I’m better off than what I thought. Of course, there’s always next week…..
I often find it uncomfortable to carry on a conversation about the program I’m in with people my own age. They listen and politely nod their head, but the subject quickly changes to more comfortable territory, and I understand. What is equally interesting is that a lot of younger people who should have a basic familiarity with technology, look at me blankly when I begin to discuss my program, my coursework, and the projects we’re working on. Many have heard of on-line teaching, and some have taken courses, but most repeat back to me an experience with, or knowledge of, something more akin to correspondence courses.
My son for example, is enrolled in an “on-line” course that posts reading assignments, timelines of assignments due, a copy of the syllabus, and little more. There is some blogging, but nothing more sophisticated than that. Clearly, this is not on-line learning. Genuine on-line teaching and learning requires an engagement of knowledge and experience stored in mental orifices that I for one, never knew I possessed. It requires the willingness to accept challenge, discover, experiment, and persevere with some of the latest technology available, and apply it to teaching. Not an easy undertaking! Actually, it’s extremely ambitious.
This may sound dramatic to someone who is comfortable and experienced in the culture of technology. Yet, while I am a member of a class with varying levels of knowledge, experience and expertise, all of us have something to learn. I see it the Question Forum, in draft proposals requiring revision, and in highly charged comments made by frustrated colleagues. It makes me feel good to know that I am not alone in my feelings of frustration and inadequacy because at the same time, I am bolstered by the help and patience I receive from my fellow group members.
So I guess it’s best not to think about Webinars at 4:00AM. It’s probably not a good idea to wonder if anyone will hire me to do anything in this field at 5:00AM. I suppose I should be focusing on getting the sleep I need so that I can go to work and do a reasonably good job, walk my dogs, deal with supper, call my mom, and set time aside for a good session with my on-line coursework. I really do enjoy all of these things. I’m a half empty kind of a person so when things work out, as they generally do, I’m happily surprised. And when they don’t work out, it’s usually not as bad as I envisioned so again, I’m spared. At least for now, I’m halfway through this program and I’m still alive, so maybe I’m better off than what I thought. Of course, there’s always next week…..
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