This week has been another busy week.. immediately following our conference I discovered that a possible invitation to teach a module in the professional development programme at the University of Limerick had become a concrete possibility with an email from the programme director..

I am following up on an email my colleague sent you regarding your willingness to teach a module on our Specialist Diploma in Teaching, Learning and Scholarship.  The course is a level 9 course consisting of ten modules each with three credits and it is designed to equip  participants with high level competence in Teaching , Learning, Scholarship and Innovation in Higher Education settings (I have attached a copy of the Diploma handbook for your information). The module we would like you to teach covers Scholarly innovation and creativity. I have attached the module outline used previously and the type of assessment students have been given in the past, to give you an idea of what is involved. Of course given the module is about innovation and creativity in scholarship, you have freedom to teach this module in the manner you feel is better for you
 
The email went on to inform me that the module was to be run in six days seven April 3/4 if I was willing to do it so I had to decide on whether I could take it on. Effectively I had 6 days to prepare but I also had a lot of other commitments in that time. Two things grabbed my attention - the fact that I could teach it how I wanted to and the focus on personal everyday creativity.. So I said yes and spent every spare hour I could over the next six days 'preparing'.

The experience was a good one  in all sorts of ways and I am writing a reflective essay to consolidate my thoughts and feelings. Here I focus on its value to me as a reminder of what it is like to teach. I had a group of 18 professional learners ranging in age from early 20's to 50 at various stages of their careers. All were leading busy lives and had to fit in the 10hours over two days during which the course ran. As a teacher I designed a process which included content - mainly my writings on the topics we covered, activities - the tasks I designed before, during and after the event and a few more spontaneous situations. But you cannot predict how learners will respond. It was my good fortune that they engaged in the way I had hoped and the whole experience for me became reaffirming. It made me feel like I used to feel as a teacher when the situations I had crafted produced the desired results in terms of learner interest, engagement, discussion and the application of the learning. I still have to mark the two assignments I set which will give me more feedback on whether the ideas and knowledge I worked with has been assimilated and applied and I want to gather the learners' feedback on the course - but the experience has shown me something that I miss so I am going to try to market the short course to other  institutions.

Thank you Limerick Creatives!

In 2006, at the start of our SCEPTrE project at the University of Surrey, I commissioned an artist (Julian Burton) to draw a picture on our wall to provide us with a vision of the world we were trying to prepare students for. The picture is the product of his talent and imagination as he interpreted the conversations we had with him. It took me another 18 months to realise that in order to meet the aspirations in this vision we had to embrace the idea of not only lifelong learning but also lifewide learning. To prepare ourselves for the complexities and uncertainties of our future life we needed to draw on the learning, development and achievements we gain from all the experiences in our lives - the lives we have lived and the lives we are living.  This epiphany led me to the idea of a lifewide curriculum to embrace educational designs that seek to empower and enable learners to create and integrate their learning and development from any aspect of their life and gain recognition within their higher education experience. In this article written for Lifewide Magazine I reflect on why a lifewide curriculum is essential for the future learning. 

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To commit to something is to harness your own willpower to pursue and engage with a purpose, a cause, a problem, challenge or opportunity. By committing to something you are reducing your freedom to engage with other things. Fundamentally committing to something is a choice - we may feel obligated or coerced but we are still making a decision to engage with something conscientiously and to the best of our ability. We usually commit to something because we care about it and it's personally meaningful and or has deep intrinsic interest or value. Commitment to something is deeply relational whether it is with people, ideas, objects or enterprises. When we commit to something we usually know that it will involve us over a significant period of time.For some things we want to know exactly what are commitment will be before we agree to getting involved but for other things, particularly involving relationships that are most significant to us, we are willing to enter into a commitment without knowing the detail of the obligation. 

Developing something is a major focus for commitment. It requires us to commit time, energy and effort (physical, intellectual and emotional) and it usually involves reducing our involvement in other things. Life is never simple and all the things that are important to us require our commitment so we end up with lots of commitments that jostle and compete for our attention - our families and relationships within them, our jobs, our own interests and aspirations. So everyday life is made up of lots of commitments that connect and span our lifewide experiences. Our commitments are closely associated with what we perceive are our purposes which are ultimately the things that drive us and give our life substance and meaning. By taking on new commitments we are extending our learning ecologies.

These thoughts were prompted by my recent involvement in an on-line 'course' called 'bring your own device for learning' (BYOD4L) designed and organised by Chrissi Nerantzi and Sue Beckingham. When I reflect on the experience as a development process  commitment seemed to very important - perhaps because by joining the course I was adding to my existing commitments and that required effort above and beyond what I was already doing.

The course required commitment to sign up, familiarise myself with the design and expectations, engage with the resources and the learning opportunity (in my own way), and try to record my own learning process and what I think I gained from it. The commitment to try and apply what I learnt and to keep trying even when something didn't seem to work and overcome the inevitable barriers of using these new forms of social media for someone who is not particularly adept. 

During the course I was conscious of juggling this new commitment with my other obligations - like the two days I look after my daughter's twins and various work obligations and I was conscious of the opportunity cost in engaging with technology initially to be competent and confident in using it and then to apply it. I had several instances during and immediately after the week when what I tried didn't work and I felt frustrated and demotivated because I hadn't made the progress I had hoped for and these feelings of negativity had to be overcome.

I was thankful that one person tweeted that they had had trouble with an app. I often have trouble trying to make things work and this aspect of learning often gets glossed over in the enthusiasm for the technology. The things I valued most - that encouraged me to persist and therefore facilitated my development were: 
1 The resources. Sue's collections of tools and the introductory videos are a great resource that I have embedded in my own website for future use. 
2 Examples and illustrations of the use of the technologies.. these were great in showing what could be done. In particular some of the curatorial tools like scoop.it and paper.li. which I have tried to apply. 

It was also great seeing the enthusiasm, commitment, teamwork, care and attention and personal support the facilitators gave to the process and the people in it. A real lesson in the energy, passion, care, dedication and expertise necessary to make these sorts of learning experiences work. And hopefully I could use the experience and insights to design my own on-line learning experience. I was particularly appreciative of the fact that I was able to navigate through the resources and prompts in my own way. There was a structure but no one forced me to follow the linear pathway. I could chart my own 'course'.

Offline I had some good conversations with my son who managed to spend a bit of time looking at the resources and tuned into the twitter conversation most evenings. So it achieved that objective. 

I did try to reflect on my own thinking and practice in the contexts of my own circumstances and I set up a dedicated BYOD4L blog for this. 

The proof of learning is in the doing. It's one thing to know how to do or use something but another to apply that learning. Since the course I have continued to use paper.li and develop 'lifewide zine' a twitter-sourced companion to Lifewide Magazine. I also felt more confident in using twitter and I spent more time on it. I felt that I understood it much more. I taught myself how to embed twitter feeds and tweet buttons into our websites and then populated resources like e-book chapters and magazine issues with tweet buttons in the hope that when people come across them they will retweet.

I also 'played with' paper.li  With Chrissi's help I set up a Lifewide Zine as a twitter-based companion to Lifewide Magazine. There is still lots to learn but I got over the initial hurdle. I also continued to develop my use of explee animation software creating and embedding several animations in our websites.

These three tools - twitter, explee and paper.li have opened up a whole new area of communication for me that if I had not committed time, energy and effort would have remained hidden. The value of commitment to personal development is in being able to do something I couldn't do before and in this way improving my ability to continue working with my higher purpose - to promote lifewide education.

I have just finished the second chapter I was writing on learning ecologies and during the final stages of writing another example of a learning ecology came to me when my daughter explained how she had tried to develop her communication skills while she was at university. During the last twelve months she participated in half a dozen activities that involved her in using different forms of communication and creating new relationships and networking - both friendships and professional relationships. Most of the experiences involved her putting herself into unfamiliar contexts knowing that it would afford her the opportunity to learn something new. Through  the whole process she has gained valuable insights into what she enjoys doing and what she is good at, and is motivated to explore further the potential of broadcasting as a career. She has also learnt the importance of forming professional relationships to gain the feedback she needs to improve herself.  Her narrative helped me complete the chapter by enabling me to connect the idea of learning ecologies to students' experiences while they are at university..

This week we published Lifewide Magazine on the theme of learning ecologists. Using a combination of mail lists and placements on discussion forum's I recon I distributed a notice to about 15,000 people. It will be very interesting to see who actually downloads the page. It will also be interesting to see if there are any unanticipated consequences.

The magazine can be accessed from this URL
http://www.lifewidemagazine.co.uk/

Once in a while we have experiences that are so different from our normal day to day routines because we have inhabited a very different sort of cultural space. This was one of those experiences when I visited the Education Faculty of Beijing Normal University - the leading institution of education in China. Thanks to the generosity of Professor Hong and the university my wife and daughter were able to come with me. 

I gave two talks to postgraduate students at the Faculty's International Workshop on Large Scale Assessment and Institutional Evaluation. It gave me the chance to talk to students about lifewide learning and education and to gain their perspectives on what it meant to them in their lives and to its relevance for China. Through my conversations with students and faculty I formed a view that there is a lot of pressure on young people in China to perform well throughout their schooling, college and university and the style of teaching, learning and assessment demands a lot of discipline and compliance. Students have huge respect for their teachers but they are also taught to be dependent rather than independent learners. They seem to have little time for activities outside of the formal curriculum although undergraduate degrees have embraced the US liberal arts education model and include general education as well as their major subject.

I interviewed several students and although they recognised the relevance and importance of lifewide learning in their own lives they doubted whether lifewide education would be possible in Chinese universities. Firstly they thought that parents wanted their children to concentrate on getting good grades and notheing else mattered. Secondly they felt that faculty would resist and not want to put the effort in to change. They felt that pressure would have to come from employers saying that they wanted employees with the sorts of capabilities that require development through lifewide experiences.

Turning to my own lifewide learning this week was very special. We were shown the meaning of hospitality. Our host Professor Hong Chegwen was so friendly, kind and generous with his words and his time. We dined with him almost every night. He is a most entertaining and funny host and we were introduced to the most amazing dishes. I can't remember experiencing so many different dishes in such a short space of time and the Chinese dining culture of continuously toasting each other and the wisdom gained through life. It is a very nice custom and toasting life and the people in our lives seems to fit very well with lifewide learning. 

Throughout the week our wellbeing was cared for by two students - Li Xianoyan and Zheng Lingyu. We will never forget their friendliness and kindness and their generous gifts of their time and help in enabling us to see some of the many attractions of Beijing including the Forbidden City, Great Wall, Tian an Men Square and some of the  Ho Hoi hutongs and markets. They guided and advised us with great care and attention always smiling and never tiring of answering our questions so that we could grow better meanings from our experiences. They acted as cultural interpreters and I could see how such people are essential to lifewide learning when you move into such unfamiliar cultural contexts. We are indebted to them for their help and we hope to be able to repay them in the future when they come to England.

Sometimes you know when you have a made a relationship from which new things will grow and I sense that my relationship with BNU, thanks to Professor Hong and the students I met, will continue to grow.

As my last blog revealed I have just begun a regular commitment to look after my daughter's twins so she can start working again. Its hard work but wonderfully rewarding in being able to spend the time with them. Coincidentally I came across the 'Granddad Programme' in Sweden which raised my awareness of the importance of intergenerational learning and how grandparents can be connected to new social processes for educating young people in schools.

I was a dad of three babies once (I still am a parent of older children/young adults) but I have never been a 'mum' before and I never had to look after two babies at once! Fortunately my daughter provides me with an excellent role model for how to look after and care for twins, she is totally dedicated to her children's wellbeing and development and I have leant much from watching her..But as I have been doing all the things that I needed to do to keep my grandsons safe, clean, well fed, contented and stimulated, I have been struck by the situational knowledge, capability and resilience it demands. These are things that have to be learnt through being involved but I was interested to come across this posting by Matthew Taylor on the idea that caring is a core capability and a disposition that we should be nurturing through our education system if we want a  better society. His ideas align well with our concerns for a lifewide concept of education.

Care as a core capabilityMatthew Taylor CEO at RSA

There is a crisis of care in our country and it comes in many parts. For a start there just isn’t enough to go around; whether it’s deprived children or isolated elders, in our crowded society many people lack the human contact and support that they need to flourish. This is despite the fact – reported by the ONS – that one in ten people provide unpaid care, that the proportion is steadily rising and most quickly among those who provide more than fifty hours a week.

Although the Coalition’s  announcement of a new funding framework is welcome, regardless of who pays professional care is proving increasingly unaffordable. Virtually every local authority in England has now restricted state funded provision to those with the most severe needs, and even they get a threadbare offer.

At a time when we need to maximise productive work, the expense of child care means UK employment rates among mothers are disappointing and much lower than many other European countries. And, as recurrent scandals in hospitals and care homes – of which Mid Staffordshire is the most recent and shocking – vividly illustrate, our institutions and professionals seem capable of ignoring the most basic care needs of their patients.

Meanwhile recently another debate has reopened; what should children learn in schools? Michael Gove’s policy shift on the EBacc still leaves him out of line with a growing international consensus that schools should equip children not just with subject based knowledge but the core capabilities they will need to be successful and responsible citizens. Below the u-turn headlines last week was a surprise reprisal for citizenship education, which contrary to expectations will remain a statutory part of the curriculum, with renewed emphasis on active participation in community volunteering.

This is an opportunity. It’s time we saw learning to provide care as essential to young people’s development.We learn about the joys, trials and tribulations of providing care in practice not in theory. Teaching care should revolve around a new ‘young people’s care experience’ through which all youngsters at some point between the ages of 14 and 18 are expected to undertake a hundred hours of work experience in a care setting such as a community nursery or a residential home.

There would be many benefits. Young people would have an experience which has a good chance of being useful to them in their career and which – unlike a lot else they learn at schools – certainly of value at some point in their life. The care institutions would get a flow of prepared young people to enhance the offer they make, especially around the face to face interaction which so often seems to be missing when things go wrong at places like Mid Staffs.

Having worked in Downing Street I am painfully aware that the implementation of an idea is as important as the idea itself. The devil is in the detail. I should thank my readers for some useful comments when I floated this idea last week and an insightful sixth form group at St Xavier’s college in Clapham who gave me forthright feedback when I recently floated the concept with them.

The Government decided some time ago to scrap mandatory work experience for older secondary school pupils. This didn’t get much push back, partly because the low quality of many work placements has given the whole idea a bad name among teachers and young people. So this scheme must be linked to accredited classroom learning and to high standards of supervision and support by the care workplaces. Pupils must be prepared for the experience and if they meet the standard they must get credible accreditation to put on their CVs. And the participating organisations –which could be from the public, voluntary or private sector – should be strongly encouraged to reward young people who successfully deliver the 100 hours – some public recognition and £50 can go a long way if you’re fifteen. Perhaps as Carl Allen suggested  we could make use of alternative currencies as the mode or reward.

It is also vital that the scheme is mandatory across all schools whatever their social mix. One of the problems with paid caring occupations is their low status. Feminist economists argue it is part a broader problem of downgrading what is seen as ‘women’s work’. The care experience should be seen as an opportunity and a privilege for all not a burdensome imposition. And, incidentally, this is vital for our economy. For all the talk of investment in science and high tech business, improving the quality of work in our ‘high touch’ service sector is vital to the sustainability of public services and the overall productivity of the economy.

The St Xavier’s students asked another question: Millions of young people are already care providers, looking after parents, grandparents or younger siblings. Isn’t it a bit much to ask them to add another 100 hours onto the several many spend every day looking after loved ones? It is a telling point and implementation has to leave room for schools to show common sense and compassion. But perhaps this is another upside. Far too often young carers lack the space or confidence to talk to their peer group about the challenges they face. By making care giving something we all value and all experience as part of growing up perhaps that too might change.

We spend all of our lives becoming the person we are but rarely stand back and analyse what it entails at the level of our daily lives - preferring to see our growth as a mysterious phenomenon. I have discovered I get great benefit from producing things, usually with other people, that cause me to think about my own circumstances. The latest issue of Lifewide Magazine which I worked on with the editor Jenny Willis focuses on the question of how we become the person we want, need or ought to be. Our Magazine is our most important vehicle for exploring different dimensions of the phenomenon of lifewide learning and development and the process of 'making' involving searching for, commissioning and writing content, and commissioning illustrations and working with the artist always exposes me to new ideas and reshapes my understandings. This issue was particularly significant in this respect. So many of the articles reveal just how precious the chance we have is to use our life to become the person that we try to be so that at the end of our life we are thankful for being that person and have no regrets that we were not someone else. Of course life throws things at us or takes us in all sorts of directions which we would not ask for and this is the reality of what we have to work with. But we can and should be inspired by the people who, through their own actions, show us how to live a life of purpose and meaning that influences and benefits all around them.

I had a fascinating and illuminating conversation with my daughter about how she thought she had become the person she is. She has clearly thought deeply about who she is and how she has become the person she is and what affects her day to day in being the person she wants to be. It was deeply personal and meaningful and I learnt so much from  the conversation.

Travel certainly broadens the mind by opening your eyes to worlds that are very different to your own. I am in Riyadh attending the International Forum of Innovative University Teachers being held at the Imam Muhammad Ibn Saud Islamic University. I lived in Saudi Arabia over 30 years ago and I was keen to see how it might have changed. I realised very quickly that some things never change as I sat clutching the seat (no seat belts), as my taxi driver remonstrated with an overtaking car at 50mph..on the drive from the airport!!!! The second thing that hadn't changed was the generosity and hospitality of my Saudi hosts who looked after me very well. The photo shows some of the many people, including students, who helped make the conference a success.

I had been invited to give a talk on my study of change in a university (see below). I was worried that what I had to say about change and innovation in an English university would not translate into what seemed to me to be a very different culture of higher education. But when I asked this question I was told by the Dean of Development and a number of university teachers that they recognised the factors and conditions that were relevant to change and innovation in their universities. I was greatly relieved and also pleased that what I had discovered were some universal principles that might be applied to universities in any higher education system so that was important learning for me.

I learnt that Saudi Arabia is growing its university system very quickly (someone said 26% of GDP was going into higher education). What was clear was that university teachers are grappling with the same issues in developing more engaging and relevant forms of learning as university teachers in the UK and elsewhere.  The same sorts of topics were being covered - e-learning, e-portfolios and social networking, project based learning and problem based learning and many other progressive forms of learning activity. Amongst the many excellent contributions was a presentation given by a medical educator Dr Ammar Attar Umm al-Qura , who is pioneering a lifewide approach in the medical curriculum. (Students undertake a project of their choice that must relate to their personal interests and passions and then put on an exhibition for the benefit of staff and students. Students were motivated to produce books, films, poems and many different artefacts and through their creativity they connected their products to the medical disciplinary field. A great example of LWE in action. Dr Attar kindly agreed to join our community and represent LWE in the Kingdom.

The one thing that felt very strange was the fact that men and women sat in different conference theatres that were linked through sound and projection.. Interestingly, the women could see us but we could not see them. It was my first experience of this form of segregation and it felt very strange though of course I respect that this is deeply cultural. 

I take home with me many happy memories and several new friendships that I hope will be continued.

My presentation

https://www.50things.org.uk/

I went for a walk with my daughter and grandson on Box Hill.. It was wet and very windy and quite bracing.. my grandson ran around quite wild as the wind took his breath away... Afterwards we went to the cafe for a hot drink and I picked up the National Trust leaflet called  '50 things to do before you are 11 & 3/4'. It's a brilliant approach to encouraging lifewide activity, through which children (and their parents) can learn and develop, and a  great way to encourage kids to explore the world and to talk about their adventures. Perhaps there is something in the approach that we could adapt for our lifewide development award. Could we perhaps use it as a design tool to encourage people to create a  list of 10 new things to do during 2013 as a personal goal?


Postscript: I signed up as a learner and periodically I receive email prompts with suggestions of things I might do reflecting the time of year we are in..

There are some special events in everyday life which throw up more unusual experiences. Christmas is one of them. It's the 27th December and my son has just gone back to uni so it feels like the event is over.  So why is this event special in my everyday life? First and foremost in our family Christmas is the one event we all share as being significant for the whole family. The coming together and connecting of different parts of the family - all ages from my parents in Australia who are nearly 90 to the newest editions of the family 6 months old twins and even the about to be born grandchild who we know will be born some time this week. And although we know there is stress around the occasion in terms of meeting expectations and preparing the house for visitors, preparing the Christmas meal, buying presents and a hundred other things.. there is also a deliberate attempt to create space for spending time with family and benefiting from the experience of giving and sharing memories and stories. More than anything else Christmas in my family is about renewing and maintaining family bonds - it's a relationship thing. Interestingly technology helps us connect... Christmas would not be Christmas without a skype conversation with my mum and dad in Australia. 

But the best Christmas present ever was the birth of my fourth grandson - the first child of my eldest son and his wife. It took me right back to his birth nearly 34 years ago and completed one of the cycles of life of which I am a part. I could see we shared the same emotions about the birth of our first child.