Start at the end
At the end of an excellent day organised by The Alzheimer Society of Ireland, Flexible Education Norway and Ic Dien a further education college in Belgium, we went upstairs to a computer lab, something I had imaged no longer existed. We gathered round PC’s to review the module created by the team to support family carers of people with Dementia – see the project website for further information.
A small group of us started to talk our way through the site, asking questions like, will this be screen reader compliant, does the flow work here, how do I get back, is it clear what to do on this page, should the title here be changed to make the purpose clearer. What gave us the sense we had a legitimate right to comment, to second guess the designer. Well, for one he had asked us to second guess him, to sense check the module. So how do we know, what do we base our judgement on as we talk through our questions, we use words like “I think”, “I feel”, we talk about familiar forms which we think “work” we draw out positive and negatives experiences. Experience counts both ways, it can be used “in my experience” to call on patterns “you know” work, and also lack of experience, and “I am not familiar with this but …” Bringing the less sure user into the narrative.
This seems to touch on something that came up through the day, about how one decides on what to do. In our work creating online material with the aim of enabling individual transformation for values based organisations, how is it we know? Does working with values based organisations make any difference, does it make a difference that the learning is informal? Isn’t it just learning, or at best online learning we need to consider? When people talked about their judgement, how they knew, what informed decisions, it was not the online that carried the most weight but experience of learning and working directly with clients, people grounded their comments in real and imagined learners. Talked about how they felt, whether they felt something was right and fitted with what they knew of the learners and organisational values, and when things didn’t feel right and asking themselves why. Of course it is just as important to ask questions of the comfortable decisions as the ones that are troublesome, but what it emphasised for me is the personal craft of creating a course.
Never knowingly neat and tidy
The sense of learning in these contexts as a messy problem with complex, incomplete and clumsy solutions emerged at the start of the day. It was great to hear the explicit recognition of the difference between a project plan, a neat timetable of discrete activities, and the reality. The need to inhabit all the phases at the same time, patterns of activities blur into each other, for example, in design you look back to your experience and forward to the live course, and as you do you are conditioned by production. Or, in writing you move to and from the image of the learner you started writing for, the one you are bringing into being through writing and looking forward to what it will enable them to do and how you will know if it has worked. These cycles are not captured in linear project plans with set start and end dates. Uncertainty is useful, it makes you question things, the need to keep changing, asking yourself what is the right thing to do, recognising the temporality of solutions. So it was useful to see this at the start of the day with Gibbs Reflective cycle as a project management methodology, it was quite a clear and bold statement in a world of online learning design which often talks about Agile or other such methods.
It was bold, and even bolder because it asked us to consider how well project management methods borrowed from tech company’s suited values based organisations, or indeed any organisations development of learning materials. Certainly some do, if I replaced clumsy temporal solutions with “rolling beta”, it probably is similar enough, and within “sprints” in software development are we pretending people are not reflecting on their practice. However, I think what was different and the risk with some of the linear models where “reflection on action” is not explicit is the tendency to look down, to focus on the plan, on the detail, and not “look up”, to place what you are doing in its broader context, the values of the organisation, the needs of the learner, and crucially what learning enables them to do.
Just to close thanks to Fergus Timmons Alzheimer Society of Ireland for inviting me and sense checking this account of the day.
Here is a link to my own presentation