I have a really interesting assignment on Wednesday to work with a group of staff and students at Sheffield Hallam University and facilitate a workshop aimed at exploring and re-imagining personal development  planning  (PDP) in the Social Age. 


To say I have a soft spot for PDP would be an understatement. Back in 1998-99 while working at QAA I facilitated the process of developing the policy framework for PDP. What I learnt through practitioners and my subsequent research convinced me of the value of linking a set of interconnected activities and experiences that included:

• thinking ahead and deciding what to do – analysing tasks, identifying  goals, creating strategies to achieve objectives; using reflection –  drawing on past experiences and imagining a different future 

• doing / producing things broadly in line with planned intentions but  being responsive to the effects of actions and changing plans if appropriate; learning through the experience of doing with greater self-awareness

• self-observing and recording - thoughts, ideas, experiences, actions and their effects, experiences, to develop a record of learning and to evidence the process and results of learning and support the enterprise of ‘learning  about learning

• thinking about what was done and what was achieved in order to learn  (reflecting, reviewing and evaluating; making sense of experience;  making judgements about self and the effects of personal action and  determining what needs to be done to develop/improve/move on; the enterprise also supports the process of learning about learning).

In my research, after the policy framework had been created, I discovered that this set of activities underlies the theory of self-regulation and this theory and PDP have influenced my thinking about learning and developing ever since. Lifewide education and lifewide learning are founded on the principles of self-regulation and the way of revealing learning and development is through PDP-type processes.

So it's with great pleasure that I am returning to thinking about PDP. What has changed in the last 15 years since PDP was introduced into UK HE is that we have now moved into the Social Age of collaborative learning and sharing. The Social Age is defined by the massive use of social media platforms that are changing behaviours and habits in respect of how we find, use, develop and distribute information and knowledge and create new meaning and understanding for ourselves and with others. It is being brought into existence as a result of the web 2.0 and web-enabling communication technologies and ever faster broadband, wifi, 3G + 4G technology that  enable connectivity almost anywhere at anytime with infinite information resources, and personal knowledge residing within the personal learning networks we create for ourselves. Enhanced connectivity is at the heart of the Social Age might be defined in terms of  'the creation of value (knowledge, understanding [or learning] and relationships) by connecting individuals who want to share their interests, knowledge, passions who form a relationship  to co-create new understandings. 

I've not been a particularly fast adopter of these technologies but slowly and surely over the last few years I have tried out website building tools and various social media and gradually adopted, in a selective manner, the technologies that help me do what I need to do. In the process I have also decided against using some technologies, or using them in a selective way.

So how has my PDP practice changed?
I like to think I have always been reflective and this has helped me learn from my experiences. I also think I've been reasonably good at imagining what I need to do in different contexts and developing strategies for achieving stuff. And I have worked out through experience that plans need to be fairly fluid to accommodate all the unexpected stuff that emerges through life. All this is internalised and for most things I don't need to sit down and make a plan on paper or formally write up a reflective report.

Throughout my career in many different professional my roles I have had to keep good records of what I have doing and plans of what I intended to do, and in the last 20 years of my career I went through annual appraisals of various sorts - many of which involved creating a narrative and filling out forms which asked the questions that managers wanted answered and did not necessarily tell the story in the way I wanted to.

I don't have to worry about this anymore, the only appraisal I go through is my own, and my wife's from time to time! Neither do I have to worry about building my cv anymore. But I am interested in developing my ideas and sharing them with others to see if they have value.  As an educationalist I am trying to model my ideas and practices for lifewide learning and creativity so I do devote quite a lot of time exploring how my ideas relate to my own life believing that if I can't apply them in my own circumstances they can't be much good.

One thing that hasn't changed is that I prefer to write in word and upload to other technologies. I find the familiarity of word gives me the freedom and flexibility to express myself in ways that writing on-line does not.

The characteristics of my PDP are documented below

1 My PDP is all informal. It's what I choose to do, when I want to do it and how I want to do it. I have to make up the rules and frameworks I use they are not given to me. The fact that I don't have to jump through any hoops and the products are not being used to appraise or assess me, is quite liberating.

2  Its contextual. My PDP reflects the circumstances of my life and it being created in the context of my interest in lifewide learning and creativity - which is my work.

3 I have to motivate myself to do it because no-one else will make me. So my motivation is intrinsic, driven by my purposes which is to model the practices I would expect of a lifewide learner and my interest in developing and sharing ideas that emerge through this process. For PDP to be successful it has to serve a useful purpose and fulfil a need which might be defined in terms of interest in myself and how I relate to others, and an interest in the educational ideas that emerge through the process.

4 It requires discipline. There are times when I'm so busy that time for writing about my experiences and learning is squeezed out, but somehow you have to squeeze it back in again. This means I have to value the process and what emerges from it.

5 it's about building a narrative of the events in my life and how I respond to them. The overall value to me is in the development of my narrative over time and it matters to me and probably no-one else. It is I suppose a vehicle for creative self-expression in a medium (writing) that I enjoy. I also see that my writings can serve a number of purposes which is another source of motivation.

6 It is about learning about myself. To develop my ideas I have to keep thinking about things I have not previously given much thought to. What often causes these triggered reflections is the stuff I read in other people's blogs which provide a prompt that I can't resist. How do I find these? Well I spend a lot of time on google searching for things that interest me but also I discover much through the Personal Learning Network I have constructed using Twitter. I usually check my feeds daily, although I can go days sometimes without doing this, and if a tweet looks interesting I follow the link to see where it takes me. I have learnt so much through this process.

7 I have to admit that I have the time or rather I can make the time because by doing it I'm not able to do something else. But not having to go to work every day

8 I am using quite a lot of technology to help me record my experiences and musings. Thanks to the Web 2.0 Weebly website building tool I have my own website which hosts my blog and a suite of other websites to support my educational work. My basic approach is to write a blog usually about something that has happened or something I have come across that has caused me to evaluate myself. I try to write something every week. If I think the ideas and perspectives in my blog might be of interest to others I share them either through my two educational websites (lifewide education and creative academic) or Linked in or for work that actually becomes publishable - academia.ed. When my ideas have been developed sufficiently I might publish them in our on-line Lifewide Magazine. I share my blogs through my three twitter accounts which serve different purposes and audiences.

Making sense of it 
Two friends who are in my PLN - Chrissi Nerantzi and Sue Beckingham, have developed a framework to help us understand how social media can be used. Its called the 5C framework - communicating, connecting, collaborating, creating and curating. Descriptions of how I'm using social media to support my PDP  I can see that I am engaged with all 5 of the C's. Firstly, my blog is all about communicating in words and images, my personal knowledge and insights to myself and to others who are interested. Connecting - I use my blog to connect ideas, link to resources and to connect to interested others. By posting on multiple sites and with forums like the special interest groups on LinkedIn, I expand the potential for people to connect to my ideas. Similarly I benefit from the connections I make in my PLN's and quite a few of my reflections have been triggered by the posts of others. Collaborating - this is probably the weakest aspect of my PDP practices although the topics of my reflections often make reference to the collaborations I'm involved in (such as my involvement with Hallam in this post). PDP for me is mainly a solitary practice although I could present a case that every idea I assimilate that triggers a reflection is a sort of collaboration and therefore many of my blogs are in fact co-created with the resources and ideas of others. Creating - my blog brings ideas and thoughts into existence that are new and original to me and I change my understanding through the writing process. The digital medium allows me to play with ideas and images in ways that I could never do before this technology was available.  Curating - I am curating my narrative and my ideas for myself and because I am always trying to be resourceful I make use of my writing for multiple purposes. For example I intend to use an edited version of this article in the next issue of Lifewide Magazine. By posting in my thematic websites I am adding content to other curated collections. The one thing I would add is another C - commitment. All this does require sustained  commitment and effort.

Why do I do it?
I left the big question until the end. I commit to engaging in PDP because I believe in its intrinsic worth. I also engage in PDP because of my professional interest in exploring and growing ideas from my everyday life and because it helps me to understand myself. I also do it because to be an active participant in the Social Age, sharing my personal knowledge and insights with anyone who is interested.

My PDP is an integral part of my learning ecology. For example this post is a personal inquiry, prompted by the forthcoming Hallam workshop, in order to gain a better understanding of what PDP practice means to me. My intention is to share this post with participants as part of the knowledge development process around the workshop. 

Last but not least, the PDP practices I describe above is one of my outlets for creative self-expression.  Furthermore, the new insight I have gained from this examination of my own PDP practices is to conclude that I use my PDP process not only to reflect on what I have done and make sense of my experiences, I use it to actively explore new ideas and things I haven't thought about before. That is why it is such an important part of my ecology for learning and developing.

If you would like to share your ideas and practices relating to PDP please leave a comment.


Sources
Nerrantzi, C. and Beckingham, S. (2014)  Our Magical Open Box to Enhance Individuals' Learning Ecologies. Chapter 2 In N.J.Jackson and J. Willis (eds) Lifewide Education in Universities and Colleges
http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_c2_revised.pdf
QAA (2009) Personal development planning: guidance for institutional policy and practice in higher education Available on-line at: http://www.qaa.ac.uk/en/Publications/Documents/Personal-development-planning-guidance-for-institutional-policy-and-practice-in-higher-education.pdf
Stodd,J. (ed) (2014) Exploring the Social Age and the New Culture of Learning. Lifewide Magazine Issue 11 Available on line at http://www.lifewidemagazine.co.uk/

I have begun working on the September issue of Lifewide Magazine which Julian Stodd has kindly agreed to guest edit on the theme of the 'Social Age of Learning'.  Julian has written a lot on this matter and his thoughtful blog is full of great ideas and visual representations and I knew we would not be short of material to work with. I read his e-book on the Social Age and also trawled through his blog before putting together half a dozen articles that I thought would capture some of the most important ideas. By doing this I was able to identify how we might add value to Julian's thoughts and interpret, translate and contextualise his ideas for the Lifewide Education community. Intuitively, I feel his writings have much to offer our approach to learning and developing but I must first apply them to my own life in order to understand how we might use them.

Social Leadership: an idea worthy of attention
One of the ideas that caught my attention was the idea of Social Leadership. 'The Social Age requires Social Leaders: leaders who work within and alongside communities to create meaning, to deliver.'1

All leadership is social,  its "a process of social influence in which one person enlists the aid and support of others in the accomplishment of a common task" 2 There seem to be two senses in which the term social leadership is used. '[it] has been used in a technical sense by researchers for over fifty years. More recently it is being used by community organizations and others to describe a much broader perspective on people-centred activities aimed at creating a better world. Beyond this, I would suggest that it has great potential for use within the technical vocabulary of leadership studies, as a framework for the construction and evaluation of more comprehensive ways of understanding what it means to lead.' 3

My sense is that Julian is using the term as part of the conceptual vocabulary of what it means to lead in the Social Age whereas I believe that social leadership needs to be connected to a social purpose. For example, social leaders are "leaders with a social purpose who seek to change some aspect of the[ir] world"4 or 'social leadership means to devote one’s life and talents to improving society'5.  Social leadership 'must also take into account human values, both ethical and aesthetic. Ethical values are usually expressed in terms of what we think is right, or good......Aesthetic values refer to such concepts as harmony and beauty, elements that are essential to our perception and appreciation of the world around us...'3

My role as founder and leader of Lifewide Education Community Interest Company is consistent with conceptions of social leadership that are motivated by social purpose. I have ideas and a vision for how our educational system could be improved and have tried to enact that vision through my work as an educator and social leader. I am seeking to influence others by sharing my ideas and attracting other people who share my values and beliefs and I am trying to create the conditions where people who would like to develop and apply these ideas can belong to a community of shared interest. Our purpose as an organisation is to serve our community of self-identified people who are interested in the idea of incorporating a lifewide learning perspective in formal education.

The NET Model of Social Leadership
Figure 1 Julian Stodd's NET Model of Social Leadership1

Julian's NET model of social leadership is concerned with the WHAT and HOW of social leaders but not so much the WHY? His NET model of social leadership contains three core concepts Narrative, Engagement and Technology and nine components -  Curation, Storytelling, Sharing, Community, Reputation, Authority, Collaboration, Social Capital and Co-creation.  While I agree that all these components (and more) are associated with social leadership I am not clear why the core components have been selected. The NET model does not so much provide me with the answer to my question, 'what does social leadership mean to me?' rather it provides me with a useful aid to thinking about the idea of social leadership in the context of my role as founder and leader of Lifewide Education.

Importance of social purpose
I have a 'social purpose' and I am 'seek[ing] to change some aspect of the world' and the reason I established the Lifewide Education Community Interest Company was to create an organisation to help me engage 'the world' to try to raise awareness of the idea of lifewide learning and personal development and convince people and institutions (particularly universities and colleges) of the value of a lifewide approach to encouraging, supporting and recognising learning in higher education.

Social leadership without a purpose is of little social value. Social purpose and value which inspire a vision of a better society, need to be at the heart of any model of social leadership. Without these there is no compelling reason for people to do anything different or to commit to being part of something they believe will lead to change that is consistent with their ideals for the society they want to live in.

My representation of social leadership. All this stuff goes on, some of it will be planned and co-ordinated but much of it will be emergent and improvised. The social leader creates new ecologies for learning, developing and achieving the social change he desires. Comments and suggestions for development welcome.

My representation of the dimensions of social leadership (Figure 2)   has SOCIAL PURPOSE & VALUE at its heart and four interconnected core elements: LEADING, COMMUNICATING, ENGAGING & DEVELOPING. These elements act together in a coordinated and integrated way to enable social leaders to create new ECOLOGIES6  for achieving the social change they and others desire and in the process they help co-create new ECOSOCIAL SYSTEMS.

1 Social leadership is about 'leading'. It's about envisioning and articulating a sense of purpose, direction and more concrete goals, then creating and working with others to co-create the conditions that encourage movement towards these goals. It involves all the things you associate with leadership like planning, securing and managing resources, building capacity to do things, contributing time and effort to make things happen, monitoring and evaluating progress and making self-accountable to the community. Actions speak louder than words -  It involves modelling one's own behaviour in ways that demonstrate you believe in what you are doing. Reputation and authority are personal rather than organisational and they have to be earned through things that a social leader does.

2 Social leadership is about 'communicating'. Social leaders have to be communicators, how else will people know what they stand for and understand what they want to achieve?  They have to turn abstract ideas into stories that people can understand and care about. Communication is about trying to influence the way people think and see the world and offering alternatives to what currently exists. Social leadership is about creating and co-creating narratives that explain the proposition for social change and inspire and compel people to get involved. These forms of communication facilitate development of relationships connecting people to the purposes, values, ideas and challenges that underlie the social enterprise. Communication takes many forms - written, spoken, visual and may involve many different media using many different tools.  

The internet and technological tools of the Social Age provide many aids to this process and enable social leaders to reach out to people in ways that would not have been possible even a few years ago. As Julian Stodd points out the social media we now have access to enable 'social collaboration and reach [and] socially collaborative conversations, about the co-creation of meaning in communities, about supporting engagement and development in these communities and about collaborating, to achieve more than we ever can alone'1 They help social leaders accomplish the social changes they are seeking.

3 Social leadership is about 'engaging' people: Having identified a purpose or cause that will connect to what people will believe and value the role of the social leader is to try to involve people in bringing about social change. This is about the ways and means or capabilities that leaders and their teams can bring to the task and these will reflect the nature of the proposition and the cultural practices of the domain. Engagement may involve such things as distributing information, holding meetings and conferences, creating on-line forums and blogs, conducting inquiries, surveys and other research, sharing practices, collaborations, co-creative activities, campaigns and other forms of collective actions, utilising tools and technologies of the Social Age. The social leader is also responsible for ensuring that the products and results of such activity are curated and utilised in the further pursuit of social goals.

Through these processes, relationships and activities people who are interested begin to form community - at one level this may simply be declaration of interest in an idea and a willingness to receive information and stay connected and informed. At another level it might involve advocacy, campaigning and the creation of new practices. Eventually, if sufficient people buy into the ideas and ideals, social change may occur.

4 Social leadership is about developing ideas so they can be turned into new social practices:  social leaders take ideas and purposes that motivate them and develop them, with the help of others, so they can be applied more easily.  Development  means a progression or movement from a simpler or lower to a more advanced, mature, or complex form or stage. Development is a process to achieve certain goals in certain ways or a trajectory along which certain things change or are accomplished. It  is the process that enables everyone to change themselves and the social worlds they inhabit. It is the process through which new things - material or virtual objects, social practices and performances are brought into existence or changed. 

Social leaders share their thoughts and ideas and encourage others to criticise or offer different perspectives. They seek to underpin their ideas with research and enquiry and involve themselves and others in developing evidence to support their propositions. They connect to authorities that are willing to lend their support and they collaborate with people who are willing to show how ideas might be applied. They experiment with their own practices and evaluate the results.The process of developing and applying ideas with others leads to the co-creation of new meanings and deeper shared understandings. It is through development that people begin to see the world differently and they begin to embody this change and eventually this is how social change is accomplished.

5 Social leadership is about creating ecologies for changing existing eco--social systems: Inspired by their vision for a better society, social leaders create new ecologies comprising their processes and contexts, relationships, networks, interactions, tools, technologies and activities that provide them with opportunities and resources for learning, developing and achieving something of social value (Figure 3). As they embrace and include people who share their spirit, values and beliefs into their learning ecology they establish new eco-social systems for change.

My representation of a learning ecology. Social leaders are creators of new ecologies and eco-social systems 6

Jay Lemke7 describes the important features of ecosocial systems as:
•     the different contexts and communities in which individuals co-exist in relative stability and inter-dependence 
•     a set of overlapping but distinct spaces/places each with its own rules, affordances and constraints 
•     a self-regulating system that consumes, recycles [and creates] resources 
•    an organisation in which change occurs over time, modifying individuals and inter-relations, without destroying the overall    
     cohesion and balance – ie the ecosystem is both adaptive and resilient to change 

A social leader creates new senses of what is right and what should be in existing ecosocial systems and helps create the conditions for their adaptation. Their significance is to 'modify... individuals and inter-relations, without destroying the overall cohesion and balance' of the ecosystem.

One final thought, implicit to the pursuit of social change in the ways I have described above, is the notion of social capital. 'Effective social leaders have high social capital and develop it in others. This generosity and humility reinforces reputation and authority'1 It is not something I would claim for myself but  social leaders need self-belief and self-efficacy to sustain involvement in their social project.

 Invitation
These thoughts have been inspired by Julian Stodd's thoughtful blog on social leadership. I welcome views and further perspectives on these ideas. [email protected]  

Sources of ideas
1 Stodd, J. articles on Social Leadership http://julianstodd.wordpress.com/?s=social+leadership
2 Chemers M. (1997) An integrative theory of leadership. Lawrence Erlbaum Associates, Publishers
3 Campbell, R. A. (2012) http://ezinearticles.com/?What-Is-Social-Leadership?&id=7155665
4 Clore Social Leadership Programme http://www.cloresocialleadership.org.uk/about.aspx
5 http://www.thesocialleader.com/social-leadership/  
6 Jackson, N. J. (2013) The Concept of Learning Ecologies, in N. J. Jackson and G.B. Cooper (eds) Lifewide             Learning, Education and Personal Development E-book  Chapter A5 available on-line at http://www.lifewideebook.co.uk/conceptual.html
7 Lemke, J. (2000) Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial .  Mind, Culture and Activity 7 (4), 273–290 available on-line at http://www.jaylemke.com/storage/Scales-of-time-MCA2000.pdf

What does social leadership mean to me?

I had another powerful experience of co-creation this week at Sheffield Hallam University (SHU) Learning and Teaching Conference and I am thinking that creating processes for co-creation is a manifestation of learning and producing in the social age of learning (see julianstodd's blog).  The invitation to speak at SHU was unusual in that the organising team led by Andrew Middleton wanted to try something new - they wanted to link an idea I was presenting (learning ecologies) to a series of workshops in which conference participants could apply the idea to their own life and development process. Through Andrew's facilitation I was able to work with the organising team to devise a workshop that seems to have worked well though the organising team are still gathering feedback.

Working this way involves a lot more work than just turning up and presenting something but, as I facilitated one of the workshops, I realised it gave me a great deal of satisfaction to see and hear participants turning abstract idea into meaningful conversations and representations of lived experiences (some of them deeply personal). As a speaker I often have no way of knowing whether my ideas have any relevance to the lives of my audience but the workshop allowed me to see that at least on this occasion some of them did.

But the conference was also remarkable in the way I was able to involve many participants in sharing their knowledge and beliefs using an on-line survey administered just two days before the conference. I think the fact that the conference was imminent encouraged a very good response rate - 135 of the 300 people responded.  I used SurveyMonkey for the first time which meant the data were analysed and processed in real time and I was able not only to present the results to those attending the conference but I could give the contributors a link to the survey report. I think this new capacity to create, administer, analyse and use data from surveys has revolutionised the way I will approach my public speaking. It should also be acknowledge that the design of the survey had been informed by another collaborative exercise in which 8 SHU staff had contributed to an email survey on the meanings of personal and professional development. The feedback gained through this survey has reinforced my view that personal development is perceived as an ecologicial process - over 30% of responses to a question on what three words best describe the meaning of personal development used the terms growth and growing while another 27% used improvement and enhancing.

Using my experience to think about co-creation

Julian Stodd offers a perspective on co-creation in his Seven Strands of Co-creation blog He writes that 'social learning spaces do not just bring us together to share what we have learnt, they bring us together in spaces where we co-create meaning, Where we write a story together'. That is certainly true of this narrative of co-creation. Julian creates a conceptual tool with seven elements which provide a useful aid to reflect on the process of co-creation in the context of my experience.

Co-creation requires vision. Not the vision of the individual, but rather the shared vision of the community. A desire to learn, a desire to share ideas and do something worthwhile. We come together in these spaces because of the vision, to be inspired by others, as well as to offer inspiration ourselves. It’s also about our field of vision being wider with more eyes: more people bringing a wider range of experience, a wider range of sources, creating more wisdom and meaning. The breadth and differences within community make it stronger. Vision inspires us. JS

While I completely agree that vision and imagination is essential in any creative process I disagree with Julian when he says its not the vision of the individual but the vision of the community. In the co-creation processes I build and facilitate it has to be both. The vision of the individual who leads and facilitates co-creation is in the imagining of a process that can recruit, connect and harness the potential forces for collaboration and co-creation. It is in the imaginings of an ecology within which people will be motivated to contribute and to learn. This does not happen willy nilly - the conditions and opportunities have to be created.

The social space [containing the potential for co-creation] was the university's learning and teaching conference. The space for the purpose of sharing knowledge about learning and teaching provided me with opportunity to share my ideas and to refine (develop) the ideas further through the interactions and sharing of knowledge. Purpose also seems to me to be important - this may be a feature of the space but it also a feature of the process (see below). 

Shared value also sits at the heart of communication, we need to share value to understand each other and to develop more refined ideas. Social learning spaces allow us to share value and encourage us to do so by letting us understand the value of other participants. Shared value fosters cooperation and lets us build progressively more complex constructs, based on the foundation values, knowledge and understanding that we share. This is a co-creative process.

Standing in front of an audience certainly required me to state and share my values and I like to think that my values resonate with anyone who cares about the education and learning of our students. I agree with JS that people buy into your values before they cooperate and the high level of engagement of participants suggests to me that this certainly happened.

Part of refining our ideas and narratives in social spaces is that of editing things down. We can use social spaces in this function as we rehearse ideas.....Each time I tell the story, I get feedback and I refine what I say. The process of editing makes my narrative stronger. As my ideas reach maturity i should be able to edit them to the point that i can explain them concisely and with clarity. This only happens with careful editing and is central to the co-creative processes at play in social learning spaces.

This is certainly true I cannot give the same presentation twice I have to customise it for the audience and add new ways of explaining in the hope of clarifying ideas more than I was able to do before. I use pictures to help me and my refinements are usually in my images.

[In] our understanding of how people learn, reflection is a key but often neglected part. We need to take the learning and reflect upon it, to stand up the new learning against what we already know to be true and to develop our thinking accordingly. We may accept or reject new knowledge, but it’s an active process that takes reflection.

 I think it is essential but it is more than thinking about something after the event it is thinking about it while it is happening and if necessary adjusting some aspect of process or performance in order to make the process better for co-creation. If you don't engage in the metacognitive process then you miss opportunities.

Tempo  has a role too: one of the ways to drive up engagement in social learning spaces is to restrict the length of time that a community space is available, to give it a definite end. This helps drive up the tempo.

Most processes have a natural cycle and the conference had a definite time frame. There was a long lead in time but apart from preparation most of the action took place in the few days prior to the conference and during the conference. The social space for co-creation was indeed deliberately constrained. But I don't think it always has to be.

Challenge  is a vital part of learning: it’s something that is done well, if constructively, in social learning spaces. We can challenge ideas, argue our case and co-create a shared narrative out of it.

Trying to interest and engage 300 busy people in an organisation is undoubtedly a challenge. The process of public speaking expects challenge and the live twitter stream ensured that challenges and alternative ideas and viewpoints could be posted and viewed in a very public way.

So what's missing?
For me it's the notion of a process with purpose - a purpose that people buy into because they can see the value in doing so. Spaces are necessary - they provide the context for any co-creative exercise but so are processes that empower and enable people to contribute and within that process the resources and tools that are used to stimulate and engage people, and eventually gather and process knowledge that is shared. What is missing is missing from Julian's conceptual aid is the idea that co-creation is an ecological process involving people interacting with each and with the social space, tools and resources that have been created for the purpose of supporting co-creation. When I look back at the ecologies I have created over the last 12 months all have been social spaces and habitats for co-creation - the idea of developing knowledge through collaboration has been at the heart of the ecology. Such ecologies not only grow new knowledge and perspectives they facilitate access to the products of co-creation so there needs to be provision for collation, sense making and open access curation to enable future ecologies for co-creation to prosper. They connect the past with the present and provide the seeds from which new ecologies can be grown. For example already I am seeking to find out if others have conducted similar surveys on the meanings of personal and professional development.

Finally there is one more perspective I want to offer - the advent of social media has opened up entirely new possibilities for sharing views particularly in conference social spaces. This was brought home to be very forcibly when I reviewed the twitter feed  for the #SHULT14  conference as a whole and for my presentation in particular. For the first time I could see what people were taking from what I was saying albeit on a highly selective basis and it has given me confidence that my ideas resonate with at least a few people. I quite like this one.

Hilary Cunliffe ‏@hilary_cunliffe  Jun 19
#SHULT14 learning ecologies and the dreaded PDP. So how many program specifications include creativity? Go for it Norman Jackson!

What next?
Every learning ecology should contain within it the potential for further growth because of the relationships and resources that have been developed and the questions that have been raised. So I should also ask myself how can I make this ecological process even more powerful as a vehicle for co-creation? This is something I thought about as I was fulfilling my duties as the cleaner this morning!

Clearly there is still work to be done on analysing and reporting the survey but beyond this I thought that we might produce an issue of Lifewide Magazine on the Ecology of Development theme and invite workshop participants to contribute a narrative and a visual representation and perhaps extend this into a co-created chapter for the Creativity in Development e-book? I can also use a similar methodology in another talk I'm giving in a few weeks time - adapting the questionnaire in the light of this experience. In this way I can continue to build perspectives on the meanings of personal and professional development within universities. I also put out an enquiry into the SEDA Jisc mail list to see if anyone else had done any surveys or research - I was encouraged to have four responses back very quickly. Let's see where these ideas and actions take me.

This week we (the editorial team) have been working on the next issue of  Lifewide Magazine which is formed around the theme of personal and social technologies. We have been assembling and editing contributions for a few weeks but its now reached the interesting stage where we can begin to see how it all fits together. I call it the 80% stage where there is still a lot to do but for the first time we can see how our initial abstract vision is becoming a concrete reality.  Looking back I can now appreciate the process as an ecology driven by the shared goal of producing and distributing a collection of related articles that are more than the sum of the individual contributions because of the way they are organised, connected, illustrated and commentated.


In the jargon of wikimedia the process is akin to crowdsourcing 'the practice of obtaining needed services, ideas or content by soliciting contributions from a large group of people, and especially from an online community.....combin[ing] the efforts of numerous self-identified volunteers...., where each contributor of their own initiative adds a small portion to the greater result'. Our Magazine is dependent on this happening every three months!

The enterprise is one of co-creation and co-production and involves a lot of learning on the part of the production team. Firstly, the editorial team created a vision and identified possible content and these formation documents were deposited in google docs so that the four members of the team could access them and comment on them. Then the guest editors used their professional and social networks to engage possible contributors able to provide personal narratives and perspectives on their use of social technologies. For this issue most of the contributions were placed in drop box so that they could be viewed and edited. We also made good use of blog posts several articles were sourced in this way and social interactions with bloggers resulted in new collaborations. Our content also made use of content on YouTube and other social media sites.

We publish our Magazine under a Creative Commons license and once produced we post it on our Magazine website and distribute the link to our community via email and through mail lists, twitter, facebook, LinkedIn and other social media platforms and we hope that our readers will do the same. To make the most of the content we will use twitter to distribute selected articles and try to promote discussion about key ideas in some on-line forums. By tagging our own illustrations we know that in future people will be drawn to the Magazine and overtime thanks to the analytics embedded in our website we can see who is visiting and downloading our Magazine and where they are coming from.

In this way the life of an issue of Lifewide Magazine is greatly enriched and its value and reach extended by utilising the social media that is now part of the everyday world of community publishing. I find the process of co-creating and co-producing the Magazine a stimulating and rich learning process. 

The goal of producing the Magazine which is a thing of beauty is all I need to motivate myself and sustain my interest over many weeks. I put a lot of thought into the content and spend a lot of time searching for materials and adapting them if necessary. The editing process is one of trying to shape and add value to someone's contribution by helping them make a better fit with the whole. This process requires new relationships developed with people I have never encountered before (like Julian Stodd in this issue). It also involves conversations with Kiboko our community artist as ideas are considered, tried and sometimes rejected and eventually the best ideas (or the ones I think will fit best) are surfaced and developed. And sometimes it involves designing and participating in our own research studies. All these things require, time, energy and intellectual effort and all result in ownership and love for the relational product that is produced.  

The evolving ecology which produces the Magazine is an act of co-creation which can be visualised through Rogers (1961) contextualised concept of creativity ie the editors' self-determined and self-expressed process for achieving tangible goals, within which we create our novel relational products [our Magazine and our own learning and development] grown out of our individual uniqueness and the materials, events, people and circumstances of our lives.  There is something quite magical about starting with an idea and ending with a Magazine.

This week I began in earnest to begin helping to shape the next issue of Lifewide Magazine which is guest edited by Chrissi and Sue. They have organised the most of the content but there are always what I call 'bits and bobs' to be gathered, illustrations to be commissioned, images to be found and above all an identity to be created that is much more than the sum of the collection of articles. As I was googling 'social technologies' - one of the terms that defines the issue I came across Julian Stodd's blog. I immediately recognised a kindred spirit in someone who is thinking and writing about the everyday world of contemporary learning with a particular interest in the role played by technology. I read many of Julian's blogs and loved his simple visualisations. I felt that here was someone I would involve in my learning ecologies. I found one that I thought we might use in the Magazine - Our complex relationship with technology. I emailed him to check it was okay and received a friendly positive response such that it made me want to invite him to connect with our work in a significant way. So who knows what the future will bring?

One of his blogs elaborates his idea of the social age we now live in.. which he describes in these terms..

I use the term ‘The Social Age’ to talk about the environment we inhabit today: it’s a time when the very nature of work is evolving, changing to reflect a revised social contract and the advancement of technology to facilitate sharing and community. In the Manufacturing Age, we used to make stuff: banging together lumps of iron, burning coal, wrestling value from the very earth itself as we wrought iron and carved railways through the landscape, smelting and creating, until we outsourced it all and specialised production in a global network of trade and exchange, bringing us to the Knowledge Age. We convinced ourselves that this was ok: we no longer made stuff, but we had the knowledge, we did the clever bit ourselves and the knowledge was what really mattered. But then the internet evolved and Google was born, phones got smart and small and our relationship with knowledge changed. Finding stuff out is easy. Making sense of it is what counts. Welcome to the Social Age. Power and authority, that used to be gained through knowledge alone, is now based more in effectiveness, in being able to create value and meaning through the effective use of knowledge and resources in agile ways. Simply knowing stuff is not enough............... The Social Age is about high levels of engagement through informal, socially collaborative technology. It supports agility by allowing many and varied connections and the rapid iteration of ideas in communities that are ‘sense making’.

I have undoubtedly grown up and through the knowledge age. I was (and still am) a knowledge worker so the question for me is to what extent I am also part of the social age. As I look back over the last twenty years I can see that many of the roles I had involved co-creating knowledge in a social way. The basic social technology tools I used (and still use) is email, either in the form of an open mail list or in the form of surveys. More recently I have orchestrated on-line questionnaire surveys or posted questions in LinkedIn Groups. I have a Facebook page but rarely use it but I do use twitter for disseminating ideas and work. I have barely begun to utilise the social technology tools that characterise the social age and perhaps I never will embrace them in the way that people who are now growing up in this age use them as if they are second nature. Perhaps I will always remain a knowledge worker operating in a social age without really making use of the many social technologies that grow day by day - only time will tell.

It's funny how some of the big events in life sometimes don't inspire you very much to write about them. It's almost as if they drain you of energy and enthusiasm for thinking about them any more. Our recent benefit gig for Ollie feels like that.. by our own measures it was a success. We packed the hall with nearly 150 people. We raised £2300 for the two cancer charities we were supporting and the feedback we received was very positive and sometimes highly complementary and people genuinely seemed to be having a good time. Our music was some of the best we have achieved and we combined really well with two other musicians, and we sold over 40 CDs. The effort was considerable from everyone involved - the band worked hard and we were all wiped out by the end. All my family helped with the organisation and sales of drinks and making sure that things ran smoothly. I was very proud of them.  Furthermore we had good publicity on local radio and at least two more gigs on the back of it as well as a new working relationship with the musicians that we worked with. I thought I would find writing about it a joyful experience but for some unexplained reason I can't muster the energy. This lethargy is also affecting other things I'm doing. It's a strange experience for me and I can't explain it. 

To rekindle my energy and enthusiasm for writing something I thought I'd look again at Ollie's unfolding story on his website, Facebook page (which has 149 friends) and the YouCaring webpage hosting 410 donations given by friends and people who don't know Ollie or his family. I found the messages of support, love and friendship, and the stories of things that people had done to raise money truly inspiring. Many people had not just given but organised or hosted some sort of event like raffles, auctions, pub quizzes, table top sales, coffee mornings. One person had run a marathon and a group of office workers had donated their lottery winnings foregoing the pleasure of a fun night out. Ollie's illness and the journey his family are making have touched many people and made them want to give and in some cases create events that encourage others to give. So that one little boy's fight against cancer has spawned a whole ecology of action aimed at raising money both directly for the Lovis family and more generally for charities that are helping other children with cancer. This is a wonderful story and it shows how a horrible situation can inspire many people to do something positive and good. And it made me feel good that I and my band have been a part of this ecology of love and support to achieve something worthwhile on behalf of friends in need.

The band was happy to keep going with the fund raising using the Song for Ollie as a way of focusing attention on the issue of children with cancer. I set up our own YouCaring webpage and linked this to the Freeworld's website which now hosts 8 tracks of our CD which can be downloaded free with encouragement to donate. I set ourselves (myself) the target of raising £1000 for Children with Cancer and my sister was brilliant in kick starting the campaign with a £100 donation. 

So on reflection all sorts of actions, new ideas, new products, new relationships and friendships have grown out of this ecological process. Ollie has inspired many people to do many new things. He is the inspiration for much human enterprise and creativity and has enabled many people to feel better about themselves because they have connected in some small but deeply human way to his life story. 

This story has given me another perspective on the idea of ecologies for learning and achieving something we value so I wrote a piece for the next issue of Lifewide Magazine

Looking back over the last eight months I can see that I have learnt quite a lot about the use of technology to desig and build websites. I have also learnt quite a lot about the use of some well known social media tools. My learning and development  has been partly planned in the sense that decisions were made and a strategy was developed - like the design of my website and the planning for five twitter exchanges. But it has also been partly reactive to the situations as they arose - like  NB's invitation to get involved in Twitter and seeing an example of an organisational facebook page and thinking that this would be a good thing to do.

This journey has involved:
1)   creating my own website using weebly tools - then applying my learning to develop five other websites for different purposes using the same tools.
2) creating and maintaining a blog on my weebly website
3)  opening a twitter account and participating in four twitter exchanges as well as behaving as an individual 
4)  setting up a 'scrapbook' to enable me to provide supplementary materials for twitter
5) opening a facebook account and with the help of my daughter setting up a lifewide education facebook page and making postings to the pagehttp://www.facebook.com/LifewideEducation 
6) setting up a Lifewide Education Twitter account and linking it to the Facebook pagehttps://twitter.com/#!/ 
6) setting up a lifewide education organisational page and promoting discussions on linked in.

What I have learnt through this process of participation?
I realise I can make effective use of these technologies - I am not scared of making postings and I can see how they work in terms of attracting an audience or following. I'm also beginning to understand how I have to behave in order to attract a social network. These things have been learnt through 1) trial and error - just trying them out 2) being guided by people who were already experienced in using them 3) observing how other users use them and copying them 4) trying to involve other people.