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Role of 'slogging' in development

17/1/2014

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The creativity in development project focuses attention on the way creativity emerges through individuals' development processes but this week I have experienced very little creativity as I slogged away reading and editing contributions to an e-book. But 'creating' the e-book is a really important part of  our developmental strategy and giving feedback on each draft manuscript is essential to helping the contributors develop their piece. 

The experience caused me to reflect on the role of 'slogging' - in developmental processes.  To slog is to keep doing something even though it is difficult or boring. Slogging involves working on something in a steady, determined, methodical and often repetitive way. It also implies that progress is slow and perhaps laborious, in contrast to starting something new which is full of enjoyment or finishing something where there is a sense of achievement and fulfilment.

When you start something your imagination is engaged and you think freely and adventurously about the what it is you want to do. You feel energised as you put the building blocks in place like new relationships, infrastructure or the making of tools and you see a lot of progress in a short space of time. But after this initial excitement there is often a much longer period of 'slog', when you just have to knuckle down to work that is more systematic and routine and is perhaps not so interesting and exciting, but which is absolutely necessary for the success of the project. Slogging is often the way you complete something that you started and its where most of the effort and least of the reward resides.

Every significant developmental process has elements of slogging within it and the harder and more challenging it is the more slog there is. In fact for some development projects perhaps 80 or 90% of the time can be categorised as a slog. Slogging away at something requires persistence and determination and focus. It's easy to get distracted when you are in slogging mode. I recognise the symptoms of continuously looking for things to do other than the things that I should be working on - including writing this piece.

So how do I deal with this need to slog in a development process? The first strategy I use is to convince myself that it has to be done, not tomorrow or the next day but now, and the best way of doing this is to publicly commit to a timeline. Another strategy is to break the job that needs doing into smaller bits and set a target - I'm going to do these things by this time. The third thing I do is reward myself by taking a break and doing more interesting things when I have done a certain amount of slogging. My daughter who has been revising solidly for her mock GCSE's for several weeks became very adept in this technique. The fourth thing I do is periodically make a list of what I have done so I can see the progress I have actually made.

But even when we are slogging we can still be inspired if we are able to notice the right things. I watch my daughter, who is a mum to three young children including 18 month old twins... slogging away day after day. It's a good word to describe the daily routines she undertakes. I know it's hard work because I look after the twins one day a week.. The only thing she ever complains about is not having enough sleep and the effect that this has on her ability to perform her motherly duties the next day. The way she approaches her tasks  teaches me how to extract pleasure and joy from the many moments that emerge when you are looking after children if you approach them positively and imaginatively, and you look for the good and interesting things to emerge. She is a master at turning  the repetitive and mundane into joyful experience. And I guess this is where the inner motivation to sustain herself resides as well as the sense of purpose, duty and responsibility for the care and wellbeing of her children. I guess the reward for all the slogging involved in bringing up young children is to see them learn and develop so that they are able to do the things they need to be able to do to be successful in life.

Perhaps we derive different psychological benefits from starting something and slogging through it. Starting gives us the motivational force derived from visions and being able to see a different future while slogging enables us to build resolve and determination to secure that future. Looking back over the last few days I didn't feel at all creative and perhaps there is little in the way of opportunity for creativity when you are slogging away at something. But one thing is certain, while creativity is essential to the success of a development project so is slogging. Please share your experiences and insights of slogging in the development process.

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Starting a new developmental process

6/12/2013

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A new development process may begin with an idea, and that idea might take a while to germinate, but it only begins to become a reality when thoughts are acted upon. This week I embarked on another development process that had grown out of 
an earlier process in which I tried to develop a better understanding of the role of creativity in individual's developmental processes. This work was motivated by the need to give a talk at the SEDA conference in November and my desire to try to make my talk relevant and interesting for participants. I created an ecology for learning that I described in a previous blog  (11/15/13) and out of this emerged the suggestion by one of the participants that I might see if others would be interested in sharing their understandings of how their creativity is involved in a particular developmental process by creating a narrative inquiry.

Over the last few weeks I contacted a number of people to see if they would be interested in joining a process. Their enthusiasm for the idea provided the motivation I needed to act. So on Sunday I set up a project website to encourage people to get involved and provide participants with the means to share their narratives and understandings. I also invited one of the enthusiasts Chrissi Nerantz to join me as co-convenor which she readily agreed. I also wrote a short article for Lifewide Magazine to advertise it and posted it on ACADEMIA.COM & LINKED-IN. Only time will tell whether ambitions will be realised but one thing is certain there is much potential and possibility in the idea.

So my new developmental project involves contributing to the process as a participant and supporting the process and encouraging the involvement of others.

So where is the creativity involved in starting this new developmental project? The idea for a narrative inquiry around the theme of creativity in development was not my own so I cannot claim an original thought, neither is the idea new to me because I am aware of other examples. To some extent it must be present in imagining the possibility that new things will or might be brought into existence if certain things are done or put in place. It is the vision of what might come out of the project that provides the energy to actually do something. Organised processes for learning require structures to support communication and interaction. Before today this website did not exist. I have developed websites before so making one is not new to me but the design and content of this one are new. Creativity must also lie in the way a project is framed and communicated to others so that more  of the potential in the idea can be realised. It is most definitely in the way that people are encouraged to become involved and 'selling' the value of being involved. It is also in the way relationships are grown to create the energy, spirit, capacity, agency and inventiveness when people come together around the things they care about. I am delighted that CN has agreed to be a co-facilitator. She positively oozes energy and enthusiasm and it will be enjoyable working with her. Also her willingness to collaborate combined with all the ideas that she will bring increases the potential for me to be creative. Creativity in development is in the thinking, the actions and interactions and their effects, and the relationships that hold the potential for new possibilities

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New Learning Ecology

16/8/2013

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We are in the final stages of producing Lifewide Magazine on the theme of learning ecologies.. I'm also working on chapters for the e-book on the same theme... I have noticed in the past, and on this occasion, that I devote a lot of time to thinking about the thing I am working on in all the contexts of my life. Its as if I'm trying to apply what I have learnt to see if it works as tool to aid thinking. The image above is the tool I have created to help me think about learning ecologies.

At the start of the week I got some very good feedback on another version of the chapter I have been working on from my friend John who is a very important part of my learning ecology where lifewide education is concerned... I also had an interesting conversation with my son which involved me asking him questions about his understandings of learning ecologies particularly in the context of his university course. What emerged was useful in helping me progress my thinking about the relationship of learning ecologies associated with studying at university.  

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I was also pleased with the design of the Magazine cover which I had worked on with Kiboko... Although he had come up with the basic design I was able to influence the content which was formed around the idea of building knowledge to make a cake! 

But the most significant thing I did was begin building a new learning ecology to develop knowledge for  a talk I'm giving in November... Its still about 3 months off but I know how slow these processes can be. I want to find about the ways in which educational developers view their creativity in relation to their development work.  I decided to keep a record of my process to help me recognise and define my learning ecology. 

MY LOG
09/08
1    Wrote an abstract for the conference cannibalising an abstract I had         written but committing myself to a new theme that I new I had to  research
2  Already in email conversation with JC invited him to be my first subject
3  Created a rough plan for gaining knowledge and interacting with people




4   Spent some time searching using google scholar for obvious resources - eg 'relationship between creativity and development' 'creativity and educational development' - found nothing
5   Began compiling a list of educational developers I knew who I would  approach
6    Went on SEDA website and began searching through the journals for names of  educational developers who had written articles for Educational Developments.
7   Began thinking of social networks that I might engage and designed a simple  enquiry which I posted in two Linked-In networks.  'If, as Enrico Coen claims, 'creativity is a developmental process and development is a creative process,' then the two concepts are inextricably linked. What aspects of your development work cause you to use your creativity and how do you develop through this process? I  will happily produce a summary of any contributions.'
8   In email conversation with an e-portfolio developer KC invited her to contribute an interview. - she agreed

The actions with JC and KC showed that I was trying to engage people who I was already engaged with. The invitations I sent to talk to me about the role of their creativity in development caused me to think about the questions I would ask them. 

In my google search I discovered a review of Enrico Coen's which included an idea that was central to what I wanted to explore 'creativity is a developmental process and development is a creative process'. I formed my central research question around this.

In the context of your work as a developer in the field of education - What is the relationship between your creativity,  your development work and your own development?

15/08  
1) A chance email on the SEDA maillist mentioning an educational developer by name led to me contacting her by email to invite her to share her views. This required me to formulate an email enquiry.. Once this had been done I was more confident in contacting people.
2) I decided to cast my net more widely (internationally) and designed an email questionnaire. I googled educational developer blogs and found a number of contacts in the USA, Australia and Canada and contacted them speculatively..
3) Returning to Linked-in I spent several hours searching for 'educational developers'. I ended up with a list of twenty many of whom I knew and wrote a personalised email to each inviting them to share their perspectives through my simple questionnaire.

16/08 
This morning I had one reply to my enquiry with a set of responses and then another really interesting email from someone I had not seen for over 13 years indicating that they were very interested in a conversation. I replied at leangth.

TO BE CONTINUED

Reflections on my learning ecology:  With reference to my tool for visualising the components of a learning ecology. I had a context (a problem or challenge in my working life), I had the will and my decision to act was driven by a concern for the amount of time I had left to do the work. I used my imagination to create a rough plan of how I would proceed. I used my capability and knowledge of unstructured enquiry processes to make a start and trusted that what I sought would emerge. I made good use of google and Linked-in (especially) and used my existing knowledge resources derived from my work on creativity and how people bring about change in universities, I also used my knowledge of people I knew of who were involved in educational development. I used my existing relationships - making it a more personal and more natural engagement and more likely that the people I was interacting with would respond. I tried to personalise all my email communications. Results are limited so far but because I trust my process and believe that people will see the value and be interested in the outcomes - I believe that the information and insights I need will flow.

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What did I learn this week?

17/5/2012

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As a committed lifewider I'm a firm believer in the principle that what you gain from an experience is proportional to what you put into it. One of my failings perhaps is, if I'm busy, I don't try things for long enough or put enough effort in to appreciate the value in something. I had made my mind up to put effort into our twitter week long conversation even though I was quite busy. And looking back over the week I can see that I did learn lots of new things. I knew next to nothing about how to use twitter before I started and the practice I had had only confirmed my prejudices so I suppose I was quite sceptical about its value to me. But I can now appreciate some of the value in twitter (thanks to the people who helped me - Nick, David and Jane in particular) and how I can incorporate twitter into my personal learning strategies

1) Knowing next to nothing at the start it is easy to see that I now know something.I am now confident in composing and posting messages and being able to search for people and topics.

2) I gained some new experience in trying to engage people in the twitter conversation and in setting up the invitations on the website.

3) I have to say that I found the form of conversation frustrating and I didn't think I progressed my understanding of LWL beyond what I already knew. In fact I found some of the ideas confusing I think because I was not appreciating the contexts in the minds of those offering the ideas. But I acknowledge that others did seem to get excited by things that I wasn't able to appreciate so there is value in witnessing how others are inspired. 

4) Which takes us into the affective domain. We all look for inspiration and I posted a question on a Linked in forum this week relating to what inspires us. I could clearly see that some of the posts that were made on twitter seemed to inspire people and I did towards the end of the week (see below) experience some inspiring moments. So I can now appreciate that posts made in twitter can be a source of inspiration. * I'm also trying to engage with linked-in so I have been able to make comparisons between twitter and linked in and see how twitter posts are used in linked in.

5) The event introduced me to new people and their work which was important new relational knowledge and off-line I approached one person with a view to trying to engage them as a supporter of and contributor to our work.

6) I took the trouble to search out blogs that provided concise and useful knowledge about twitter so began to use codified knowledge and personal wisdom gained from experienced users. Twitter now began to make more sense to me because I have had the practical experience of trying to use it (see attachment)

7) By Day 5 (thursday) I was beginning to adopt an exploratory approach - forcing myself to go beyond the conversation. I was not so interested in what people were saying in the conversation as the links to video's and blogs that people provided. I started to follow up links e.g #learning that one of the participants was providing. And then did my own searching for messages that looked interesting following up the links in them. I came across David Gerteen who I was aware was a well known thought leader. L clicked on one of his links and it took me to a great website with some excellent video speaker content - now I realised that by following links that looked meaningful I could find resources that were useful to me - my work and expanded my understanding. I began to see for the first time the value of twitter from the perspective of incorporating it into a personal learning strategy. But I had to invest quite a lot of time to get to this stage of enlightenment.

8) Then moving from links to people I identified one or two people who seem to be productive thought leaders in fields that I am interested in and began to follow them so on Friday morning I spent 20mins checking up on links provided and found some interesting resources. So I can see the value of following and hopefully if you post things of interest to others - of being followed.

So all in all I have developed through this experience some useful experience-based insights (some knowing how to), acquired and made use of existing codified knowledge, gained some very valuable relational knowledge, identified and connected to some thought leaders that I'm sure will inspire me, improved my media literacy ( a little), and I can now see how I can incorporate twitter into a personal learning strategy. In other words, through taking the time to engage in activity through which I might learn something new,  I have shifted from being ignorant, sceptical and having no competency in using this technology to a position of relative enlightenment and having some new capability, confidence, interest and belief. And I have overcome my prejudice and scepticism.

Not bad in 5 days!! 


APPLYING MY LEARNING 19/05/12
Learning about something and then enacting what you have learnt are two different things. On Saturday morning I added a twitter button to my blog and made myself spend 20mins checking out #Learning and found a really interesting link to Charles Jennings blogs. Its an area of learning and development I was not aware of and I have read his articles and re-posted one of them on the Lifewide Education website. The proof of the pudding is in the eating then I have eaten twitter and it tastes good. I was also pleased to see this post by David Roberts which showed that someone had taken an interest in my learning.

David C Roberts ‏@DavidCRobertsVery telling blog post by @lifewider1 about a learning exploration on#Twitter http://www.normanjackson.co.uk/scraps-of-life-blog.html#learning #heutagogy #LW1 #PhDchat

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Starting and finishing jobs when I don't feel motivated

9/3/2012

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I know I have always been good at getting things moving and throwing lots of energy and creativity into creating new situations. I know I have the stamina for things I think are worthwhile or enjoy and I can continually energise myself over long periods
of time. But equally I know I am not very good at engaging with and finishing things that I do not consider to be so worthwhile. For example, even though I know its important for the effective running of a business, I really dislike spending time on the accounts or completing returns. I find it hard to say no to requests and about four months ago I was asked to do a book review - a new international handbook of creative learning. It's a subject I like, and I want to keep abreast of developments, and I also feel it's the right thing to do to contribute to the field.

So I readily agreed thinking I would do it over Christmas but not surprisingly got distracted. Its now 4 months on, I have made a start several times but couldn't get into it and the editor has now contacted me and I have set a deadline of two weeks. But I am struggling to get into the hefty tome. There is so much stuff that just seems academic and is of little interest to me. And there are so many more interesting things to do and I also have some paid work to do. I think this is aspect of me I definitely need to improve. Somehow I have to turn it into a project that I feel I am gaining something from. And do it quickly.

I spent 10mins writing this blog and 10mins searching on YouTube and made myself not get distracted. I found this video which I think provides some sound advice. Now I'm going to have another go at getting into this book.

3 hours later - actually I didn't do the book but I did tackle my accounts and sort out expenses going back to October. A horrible job which I had put off and it does make me feel better for doing it and posting them off.
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Telling stories about yourself

1/3/2012

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Telling a story about myself and the people in my life, seems to me to be so much more interesting and engaging than saying, 'I'm keeping a diary', or I'm recording my experiences and achievements!

There is always a reason for telling a story. Stories, after all, contain and convey our wisdom, and our intuitive knowing. They go beyond facts into feelings. They engage the whole of us--our minds and our hearts. 'By storying my life, that is, by telling about the incidents that give my life meaning I make sense out of it. I begin to connect the dots of my experience and as I do, gracefully, artistically, memorably, I invite you to go inside and begin to connect your own dots to make sense out of your own experience.  Michale Gabriel  Learning and Growing through Stories 

I have never been any good at keeping a diary, the discipline of writing about ' myself and other more important matters' to quote Charles Handy, has never really featured in my own self-management processes. I've always told myself that there are always more important things to do.  Yet I advocate the benefits of this to others and I helped develop the PDP policy that has led to the process of recording and reflecting on personal activity being systematised in higher education. But as I have begun exploring again the way our lifewide enterprise shapes who we are I can no longer avoid it, I have created a need and a purpose for it.  But what is 'it?' I started about a month ago with a word diary, and I'm glad I did. Just writing stuff down in the medium I am most comfortable with is easy.

I also tried out a few free blogging sites but I found that none of them really encouraged me. Then my son recommended the weebly to me. Weebly is free (although there is a pro-version if you want to host a lot of media). I found it simple and intuitive to use and over a few days I got sucked in to creating my own website which I set up around the two these of lifelong journey and lifewide activity. I found the tools easy to use and they made me feel creative and this made all the difference to me. I felt I was creating something useful and aesthetically appealing (at least to me) and because of this I kept tinkering and playing. After a week of onscreen prompts telling me I was only 65% complete. I bit the bullet and set up a blog (which I can password protect) and I began telling my stories.  I backdated it with the material I had saved in word and so it developed quickly to the point where I thought I had achieved something useful and now I find it easy to add a new story every few days.

It isn't easy to make time to do these sorts of things, and I know I have more time know than I used to, but there is a hurdle to get over called 'getting started' and this is the point at which persistence is often weakest until we reach the point of ownership, where we take pride in what we have produced. I have no idea how long I will persist but I am at least developing the habit and I have changed my will to be involved (my intrinsic motivation) because I believe I have a need and I can see value in what I'm doing. Perhaps these are essential pre-requisites for participation in PDP recording/reflecting processes.

In a world swamped by information we need the ability to make sense of our experiences and ourselves in those experiences and telling our stories to ourselves is a good way of doing this. We also need to distil, organise and communicate the complex information that makes up our life and so the capability to communicate  our stories to others is important. I also think that we all need to be inspired, and there is nothing quite like someone's life stories, to inspire. So telling stories in a variety of ways and through a variety of media is a capability that we all need. Perhaps these are the less explicit reasons for the recording processes we are trying to encourage in higher education and CPD practices through personal development planning.

Most of my stories so far are text-based with the odd photo and sometimes a bit of audio. But I can see the value of using media in a more creative way to tell a story and I have made this one of my development objectives. This story, by National Geographic photographer Dewitt Jones about an incident in his professional life, is one that I find really inspiring. It conveys the wisdom of someone who has thought deeply about his work, not only the technical side but the way he inhabits his work spaces and the way he sees the situation, makes decisions about what to do and how to do it and then acts to get the results that he knows will eventually emerge from his actions. 

Postscript 09/03/12
I have just come across an inspiring TED talk by Andrew Stanton a film director of some repute. He told a story about his life backwards and drew out of the story some really important points about story telling in film making. I thought there were some good points for story telling   To engage me with your story  - 'make me care,'  ''give me the promise of a good story - a well told promise propells you forward to the end', 'make me work to work things out for myself but hide the fact', 'make me wonder how it will all conclude - give it tension',  'tell me who you are', 'enthuse wonder'...
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    Purpose

    To develop my understandings of how I learn and develop through all parts of my life by recording and reflecting on my own life as it happens.
    @lifewider1
    @lifewider
    @academiccreator

    I have a rough plan but most of what I do emerges from the circumstances of my life 
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