lmsu interactive education - elyssebeth leigh
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The Proposal• Forms and styles for facilitating learning
vary• None are ‘better’ or ‘worse’ (when done well)
• We each prefer some - avoid others• Our actions are influenced by what we prefer
– How we teach for /facilitate learning– The tools we choose and use
• Some tools work better than others – Depending on contexts and goals
• We work best when we know our preferences and choose tools consciously
A Goal for Facilitating Interactive Education
• This happens when there is lack of accord between the external world experienced by humans and their internal biographical interests and knowledge
• Disjuncture makes learning possible• The paradox is that if “harmony” is fully
established, there can be no learning situation (Jarvis,1992, p 83)
To create “disjuncture” - ambiguity, uncertainty, discomfort
SO – how to create [just] enough disjuncture?
Two Guiding Questions
1. How can we identify our preferences – without judging their comparative ‘value’?
2. How can we think about interactive learning in regard to those tools?
Cynefin DomainsA model for thinking about different ways to manage knowledge
Decision rules for using interactive learning in each domain
A thinking continuum for 21st Century
How and where do these occur in interactive learning?
What are your preferences?
• I will show some frameworks to choose from
• Use the worksheets to mark your choices • Put an “X ” in one quadrant that fits your
preference• Remember none are ‘better’ or ‘worse’• To decide where to put yor “X ” think
about times you have been ‘comfortable’ or ‘uncomfortable’ as a learner or teacher
X
Framework OneWhere do you focus most of your attention in a
simulation?
Box 2High focus on individual Low focus on group
Box 1Low focus on group Low focus on individual
Box 3High focus on individualHigh focus on group
Box 4High focus on groupLow focus on individual
Framework Two
Humanistic, Learner Centred
Freedom to learn Rogers, Heron, Perls, Egan
”Unconditional positive regard" Respect for learner’s
goals
Self Directed Learning (Andragogy)
Freedom as learnersKnowles
Learners’ goals are centralPersonal judgements of
success
Training & Efficiency in Learning
Freedom from distraction in learning
Mager, Davies, Gagne Teaching from base of
‘authority’There are hierarchies of
valuesTesting as judgment
Critical Pedagogy/Social Critical Pedagogy/Social ActionAction
Freedom through learningFreire, Illich
Collective personal actionLearning is not value freeAcceptance of criticism
Four Adult Learning Strategies
Quest
Painting your house
Lost in the fog
Making movies
Goals
Well defined at start
Methods
Not well defined at start
Wel
l kn
own
Not
wel
l kno
wn
Framework ThreeMethods and Goals
Tetramap – personal preferences
• Clear precise• Objective detail
Fire • Lively, disorderly• Energy, creative
• Earth Earth • Solid, dependable• Stable, orderly
Framework Four
WaterWater•Calm soothing•People-oriented
5 4 3 2 1 1 2 3 4 5
Draw this scale 7 times and use each row to mark how you manage the item?
Left Right
Preference
1. Briefing ‘togetherness’ diversity/disparity2. Facilitator authority not a leader3. Structure one set of rules few rules 4. Scenario begins at crisis/ problem to solve journey multiple
plots5. Action/Stages logical, goal oriented unclear stages6. Choices become increasingly limited increasingly
diverse7. Debrief focus on problems &answers new possibilities
Left Right
Discussion
• Is there a pattern in your choices?• Can you identify relationships between your choices
of frameworks and your preferences for ‘left’ or ‘right’ games formats?
• How does a search for these patterns contribute to
understanding the format and the role of a facilitator?NOW• Find two other people with patterns similar to yours • Develop a list of words to describe your collective
position on facilitation
Style plus Format
Leigh and Spindler
FO RMAT
Closed
Open
Moderator Improviser
•Plans process
•Orchestrates action
• Guides debrief to draw out learning
MODERATOR
•Plan the process
•Trusts something will happen
• Helps participants meaning in their action
IMPROVISOR
•Plans process•Takes responsibility for action• Debriefs towards stated (pre
set) goalsTEACHER
•Plan the process•Trust participants to act•Guide exploration of the
implications
FACILITATOR
STYLE
MODERATOR
Mantle of expert, war games
IMPROVISOR
Starpower, XB
TEACHERPuzzles, ‘games’, theatre
FACILITATOR
‘Creating a farrago’
Style plus Format
Leigh and Spindler
Low
High
TRUST
Low High INTERVENTION
Expectations
and
Perceptions
Facilitator
ParticipantOther
Expectations
of self by othersand others by self
of self by othersand others by self
Perceptions
Me
Me
Expectations and Perceptions
Me
Me
= of self by self
Triangle of Forces
Purposes of Facilitation
• Experiential learning
• Self-directed learning
• Engaging with complexity
• ‘Out of the ordinary’ learning
• Shifting the power focus
• Leading/emerging not imposing
Let’s Play
Gaming Simulation Facilitation
andTeam Work
Dr Elyssebeth Leigh
Conceptual Frameworks• Group Emotionality
– Wilfred Bion
• Life Cycle of Groups– Tuckman
• Team Role preferences – Meredith Belbin
• Parataxic distortion– Harry Stack Sullivan
• Impostor syndrome– Stephen Brookfield
• Espoused/enacted beliefs– Chris Argyris
What is a “Group”?
3 or more people who share
• Some mental models/ mind
sets• A “collective unconscious”• Basic Assumptions
– Tacit knowledge that cause members to take action
In ALL Meetings There are Groups
TASK group
• Focus on– work
– Agendas
– Discuss tasks
– Rational decision making
– Goals
• BASIC ASSUMPTION Group
• Focus on– Expectations
– Concerns
– Leader as the ‘goal’– Feelings
– Trust
Basic Assumption Group
Fight/flight
– WeWe can force youyou to lead – or wewe’’llll run away
DependencyWho is our leader? Hint “It’s not me”
PairingThose two have somethingThey will produce our saviour/leader!
Group Engagement
• DetachedDetached
• DefensiveDefensive
• DependentDependent
• DramaticDramatic
• Dynamic Dynamic
Detachment Detachment Group Culture
• The “Flight” in the Fight/Flight response
• Emotions - anger / apathy
• Physical and psychological withdrawal
• Low ability/willingness to influence group dynamics
EXITEXIT
DefensiveDefensive Group Culture
• The “Fight” in the Fight/Flight Response
• Emotions - anger /hostility• Open conflict and criticism• Low capacity/willingness to
positively influence group dynamics
• Group looks to leader for direction and protection
• Emotions – fear embarrassment
• Members avoid tasks - look to others to run meetings and complete tasks
• Some ability/willingness to influence group dynamics
DependentDependent Group Culture
• A “norm of politeness”
• Emotions - hope and despair
• Warm, friendly atmosphere - looking to the future for salvation
• Greater ability/willingness to influence group dynamics
DramaticDramatic Group Culture
Dynamic Group Culture
• Open, honest direct communication
• Emotions – rational, responsible, aware
• Members
– seek relevant information
– tolerate diverse opinions
– name and manage emotions honestly
• Greatest ability/willingness by all to positively influence group dynamics
A Life Cycle of Group Development
According to Tuckman’s analysis of research – groups go through a number of phases
Each group may spend more or less time in each phase – but the phases occur in a specific order
Groups that manage their transitions from phase to phase in a positive and open manner are more likely to have a positive experience – and may do a ‘better’ job
However groups that do not do so, can still achieve goals – with less likelihood of having a ‘good’ experience
FORMINGentering the space / working out how to act
Concerns and actions - reserved, needing to be led, wanting direction, expecting to be told
FORMING
STORMINGSetting / challenging boundaries
STORMING
Concerns and actions - conflict, taking the lead or demanding others do so, setting direction/or resisting direction proposed
NORMING
NORMINGFinding ways to define agreement,
Working together agreeably
Concerns and actions - collaboration, everyone leading and following, sharing and asking
Concerns and actions - sub groups as more friendly, being with people I like, less concern for the whole
SWARMING
SWARMINGDistraction by groups forces, seeking comfort in the familiar
UNFORMING
UNFORMINGTime and group/external factors creating desire to leave
Concerns and actions - losing interest, lack of attention, concern about other/unrelated things
PERFORMING
PERFORMINGWorking together, collaboration at a high level of commitment, quality is paramount
Concerns and actions - are we doing the best we all can? No blame. How can we achieve our goal together?
MOURNING
MOURNINGTime to end this group, leaving friends/enemies. What did we
gain/learn?
Concerns and actions - It’s time to part. What happens next? How did we do? I am leaving friends. I am sad
Appreciating difference - Valuing diversity
What is a team role?
• A team role as defined by Dr Meredith Belbin is:• "A tendency to behave, contribute and interrelate
with others in a particular way."• Belbin team roles describe a pattern of behaviour
that characterises a person’s behaviour in relationship to another in helping the team make progress.
• The value of Belbin team-role theory lies in helping an individual or team to benefit from self-knowledge and adjust according to the demands being made by the external situation.
The Resource Investigator Develops contacts with the
outside world. A source of outside information and ideas. Explores and reports on ideas, developments and other resources from outside the group. Creates and maintains external contacts which may be useful to the team. Negotiates with outside contacts.
The Plant
• The "ideas person" of the team, the prime source of ideas and innovation. Can play a strategic role such as forward planning. Advances new ideas and strategies, with special attention to major issues. Looks for ways around problems confronting the team.
The Shaper
• Provides leadership (in the conventional sense of the term) by directing and controlling the team's members. Exerts a strong influence on the way in which the team operates and the objectives it pursues. Directs attention to such matters as setting goals and priorities. Imposes a predetermined shape on the team's operating style..
The Implementer
• The backbone of the team in accomplishing detailed and practical outcomes. Is best allowed a considerable amount of direct responsibility, and a principal action role in implementing group decisions. Turns concepts and plans into practical working procedures. Carries out agreed plans systematically and efficiently.
The Monitor Evaluator
• The "devils advocate", critiquing the ideas and suggestions offered by team members. Evaluates new plans (which should seldom be implemented against the ME's advice). Analyses problems. Evaluates ideas and suggestions so that the team is better placed to take balanced decisions.
The Team worker• Maintains group harmony,
member satisfaction, and team spirit to maintain team effectiveness. Usefully fills support positions within a team. There are often several in a team. Supports members in their strengths, for example by building on their suggestions. Underpins members in their shortcomings. Improves communication and fosters team spirit.
The Completer Finisher
• Attends to detail and follow-up, Maintains a sense of urgency. Most usefully given the role of checking completion of team tasks. Valuable in an emergency. Protects the team from mistakes and omissions. Searches for aspects which require special attention.
The Co-ordinator
• Provides leadership by co-ordinating the efforts and contributions of team members. Encourages contributions from others, and sums up the team verdict. Often uses a subtle form of leadership. Controls the way in which the team moves towards group objectives. Helps to make best use of the team's resources by recognising the team's strengths and weaknesses.
The Specialist
• Single-minded, self-starting, dedicated. Provides knowledge and skills in rare supply.
• Contributes only on a narrow front. Dwells on technicalities.
Parataxic Distortion
• We tend to distort perceptions we have of others.
• These distortions amount to cognitive errors which occur when we relate to others not on the basis of their real attributes, but chiefly on the basis of the person we see in our fantasy
• This ‘personification’ is partly transferred from the past and partly unconsciously manufactured by us under the pressure of our needs
• Put simply – we tend to move towards people who appear to be like people whom we know and like
• This eases discomfort and allows us to manage the fear of new contexts
“Impostor” Syndrome
• Feelings of inadequacy that persist when information indicates the opposite is true
• It is experienced internally as chronic self-doubt, and feelings of intellectual fraudulence
• A feeling you are not really a successful, competent, and smart student, you are only posing as one
• Common feelings and thoughts characterizing the imposter syndrome– “I feel like a fake”
– “My classmates/professors etc. are going to find out I don’t really belong here”
– “Admissions made a mistake”
Categories of “Impostor”Feeling like a fake
• Believing success is not deserved, somehow others are deceived into thinking it is
• People who feel this way identify with statements such as– “I can give the impression I am more competent than I really am.”
– “I am often afraid others will discover how much I don’t know ”
Attributing success to luck / external factors
• People who feel this way refer to their achievements by saying– “I just got lucky this time”
– “it was a fluke”
Discounting Success
• People who feel this way say– “it is not a big deal”
– “it was not important”
– “I did well because it is an easy class etc.”
– Have a hard time accepting compliments
Espoused and Enacted theories of behaviours
What we believe and what we do – do not match
• Facilitators may want to
• ‘rescue’ participants from ‘pain’
• ‘save’ learners struggling with difficult team interactions
Facilitators can avoid the paradox of knowing this is real learning yet causing it to cease – BY
• modulating frustration, so that people do not “give up” but work at the edges of their competence
• not intervening to save students but working to help them become independent learners