Legendary Apple designer Jony Ive explains how learning in community helped Apple make the iPhone:
“When we genuinely look at a problem it’s an opportunity to learn together, and we discover something together. We know that learning in community is powerful. It feeds and supports momentum which in turn encourages a familiarity and an acceptance of challenges associated with doing difficult things. And I’ve come to learn that I think a desire to learn makes doing something new just a little less scary.” ——Jony Ive, Apple designer Jony Ive explains how ‘teetering towards the absurd’ helped him make the iPhone
For years I’ve been reading to 3rd & 4th grade students at the Marlboro Elementary School, my amazing local public school. It’s a tiny school that currently serves around 100 pre-kindergarten – 8th grade children (4 – 13 years old).
I read during noon recess, after outdoor play. A student rings the bell and children stream back into their classrooms. But before they get their lunch and listen to me, they sit on the floor in a circle and share answers to a simple question:
What went well during recess?
As I listen, it’s clear that kids feel comfortable talking about how they worked together. They build forts, play games, and do all the things kids have done for years when they play in the wooded grounds of our rural school. They don’t talk in generalities. Rather, they name specific classmates and thank them for collaboration, support, and the fun they created together.
The power of public appreciations These simple public appreciations create a palpable social awareness in the group. You can see relationships strengthen as one child acknowledges another. The children’s interactions are shaped by largely invisible norms of behavior that the teacher expertly introduces during the first few weeks of school.
It’s not all sweetness and light. Inevitably some conflicts come up too. So the teacher sometimes lets the kids delve into what happened, and sometimes reserves discussion for a private chat later in the day.
What strikes me is how easy this is to do and how powerful the results. Group sharing like this was absent during my school years. Instead, our teachers encouraged us to compete with each other academically. They never asked us to talk about positive things our classmates had done.
Appreciative Inquiry Surprisingly, asking what is currently being done well is the first crucial step of Appreciative Inquiry(AI): a powerful process for exploring productive organizational change. AI starts with a focus on what works in an organization, not what needs fixing. Stories also play an important role.
Trained to be an academic for the first twenty-five years of my life, I default to Patricia’s first vantage point, the critical method, what’s wrong with it? (I’m consoled slightly by Patricia’s observation that this is her default vantage point too.)
It’s tricky to move to the second “scientific” vantage point, where “both the self as well as others are meant to disappear.” We are trained to do this when working with others, to replace our ego viewpoint with the perspective of a team or a common goal. From this vantage point, our focus is usually a specific outcome or the process needed to obtain it. As Patricia says, the people involved are “meant to disappear”. That’s great for making dispassionate decisions — but my soul is missing.
Finally, the third vantage point, the one that is difficult for me to maintain. When we live from an awareness of the gifts in our lives we become open to others and possibilities in ways that would never otherwise occur. Patricia describes a week in Japan immersed in an intensive process called Naikan, a form of gratitude meditation on one’s debt to the world. In Naikan you focus through a structured process on the answers to three questions: What have I received from (person x)?What have I given to (person x)? and What troubles and difficulties have I caused to (person x)?
There’s a better way to improve meetings than augmenting them with technology. As Finnish management consultant and polymath Esko Kilpi says:
“Human beings augmented by other human beings is more important than human beings augmented by technology” —Esko Kilpi, quoted by Harold Jarche
At face-to-face meetings, we can facilitate relevant connections and learning around participants’ shared just-in-time wants and needs. This is more effective than augmenting an individual’s learning via technology. We maximize learning when:
Participants first become aware, collectively and individually, of the room’s wants, needs, and available expertise and experience (i.e. “the smartest person in the room is the room” — David Weinberger, Too Big To Know);
We use meeting process that successfully matches participants’ needs and wants with the expertise and experience available; and
Time and space is available for the desired learning to take place.
And of course, this approach significantly improves the quantity and quality of relevant connections made by participants during an event.
So the smart choice is to invest in maximizing peer connection and learning. Do this via simple human process rather than elaborate event technology.
I’ve wasted time at many events trying to use apps to connect attendees in some useful way. Even when high-tech approaches use a simple web-browser interface, getting 100% participation is difficult due to technical barriers: all attendees must have a digital device readily available with no low batteries or spotty/slow internet access.
Well-facilitated human process has none of these problems. The value of having a facilitator who knows how to do this work far exceeds the cost (which may be zero once you have invested in training staff to fulfill this function).
When push comes to shove, modern events thrive in supportive, participatory environments. Attendees appreciate the ease of making connections they want and getting the learning they need from the expertise and experience of their peers. Once they’ve experienced what’s possible they rarely enjoy going back to the passive meetings that are still so common.
Yes, we can use technology to augment learning. But the majority of the high-tech event solutions marketed today are inferior and invariably more costly to implement than increasing learning and connection through radically improving what happens between people at our meetings.
K-12 education is spending billions of dollars on personalized learning. 97% of US school districts are investing in this hot educational trend. But what is “personalized learning”? Is this effort worthwhile?
Herold begins by describing personalized learning as a high-tech, well-funded push for schools to install computer-based lessons. This software supposedly monitors each student’s responses and “personalizes” subsequent lesson plans. He then goes on to outline arguments that:
The hype for this agenda “outweighs the research”;
This kind of personalized learning is “bad for teachers and students”; and
“Critics are worried that ‘personalized learning’ is cover for an aggressive push by the tech industry to turn K-12 education into a giant data-mining enterprise.”
Given Herold’s initial framing, it’s unsurprising that the article is full of competing perspectives. Juicy journalism perhaps, but the result is that the various authorities quoted talk past each other. That’s because they have different preconceptions of what personalized learning is.
Much of this confusion can eliminated if we think of personalized learning as a spectrum, with two extremes defined by Dan Buckley as: the
…”the T-route, in which the educational route the learner takes is controlled, decided and evaluated ultimately by the Teacher, and P-route in which the route that the learner takes is controlled, decided and evaluated by Peers (or Pupils if you prefer).” —The PbyP Approach, Dan Buckley
For example from the article, the author of Schooling Beyond Measure, Alfie Kohn’s view that:
“…much of what’s marketed as ‘personalized learning’ amounts to little more than breaking knowledge and ideas down into itty-bitty parts, then using extrinsic rewards to march kids through a series of decontextualized skills they had no meaningful role in choosing.”
is a dismissal of the T-route, while Diane Tavenner, the CEO of California’s Summit Public Schools charter network, who says:
“…the strongest personalized-learning models offer the best of what both conservatives and progressives want: high-quality standards and content for students, with opportunities to apply that knowledge via self-directed projects, all supplemented by human mentors and technology tools that help students keep track of their own learning.”
is claiming that Summit’s technology platform and instructional model, developed with support from Facebook and the Chan Zuckerberg Initiative, represents a successful mixture of the T- and P- routes.
Which brings us to my interest in this topic as a student and facilitator of adult learning. (Which the article doesn’t mention. To be fair, Education Week confines itself to K-12 education — though you wouldn’t guess that from its name.)
The energetic disagreements documented by Herold are fueled by society’s three mutually incompatible ideas about children’s education (i.e. making good citizens, mastering certain bodies of knowledge, and fulfilling each student’s unique potential) as laid out in Kieran Egan’s thought-provoking book The Educated Mind. These societal goals, however imperfectly attained, imply the need for a mixture of T- and P- route learning strategies. This is because teachers will always be needed to facilitate the understanding of ideas that have taken centuries for the human race to discover and which society insists are important for young minds to grasp.
For adults, on the other hand, I’d argue that the P- route is by far the dominant successful learning paradigm. We live in a world where the job you’ll have ten years from now probably doesn’t exist yet. (That’s the story of my life since I was in my 20’s.) Self-directed, active, peer-supported, just-in-time learning is now the default mode for most professionals. Every adult learner and meeting attendee needs to create their own environment and structure for life-long personalized learning if they are to be optimally effective in the world of work.
Arguments about how we should educate children will likely (and should) never end. But the case for P-route personalized learning in the adult world of work has never been stronger. And until default meeting process reflects this reality, our meetings will be pale shadows of what they could be.
Today, communities of practice — groups of people who share a common interest, profession, or passion and actively engage around what they have in common — have become essential sources for productive learning, because they provide crucial bridges for social learning between our work community and our external social networks.
Here are four tools for creating, supporting, and enriching communities of practice.
Listservs Listservs are an old but still surprisingly useful technology that manages a list of subscribers and allows any member to send one email to the list, which then transparently sends it to the other list subscribers. Listserv software is available on multiple platforms and is free for up to ten lists of up to five hundred subscribers which should be sufficient for most communities of practice. While numerous commercial alternatives like Yahoo! Groups and Google Groups exist, there’s something to be said for self-hosted technology that doesn’t rely on third party providers who may close down or change services with little notice or recourse.
Slack Slack can be used free for basic support of communities of practice (up to 10,000 messages), though many useful functions are only available in paid versions ($80+ per person annually). All Slack content is searchable. The product, initially targeted at organizations, has been evolving into a community platform, which, because of the cost is probably most useful for communities whose members already have corporate access.
Zoom The ability to converse with community members via audio/video/chat on a scheduled or ad hoc basis is an important tool for maintaining and growing community connections online. For many years the free Google Hangouts was my go to tool for this purpose, but the service has become almost impossible to use on an ad hoc basis and Zoom seems to be the most popular replacement. For short meetings (up to a maximum of 100 participants for 40 minutes) the free Zoom Basic will suffice, but most communities will be well served by Zoom Pro (unlimited duration and participants; $180/year). Since any community member who has a paid Zoom plan can host a video/web conference, this tool can be a cost-effective way for communities of practice to keep in touch.
Do you use other tools to create, support, and enrich your communities of practice? If so, share them in the comments below!
Why is experiential learning superior to every other kind? In a word: feedback. Jerry Weinberg explains simply and concisely.
“Why is reading or writing something different from doing something?
First consider reading. Reading is (usually) a solitary activity, with no feedback. Without feedback, there’s no check on what you believe you’re learning.
Now, writing. Unless you put your writing in the hands of someone (or perhaps some computer analysis app), there’s also no feedback, so there’s no check on whether you wrote sense or nonsense.
When you do something, you interact with the real world, and the world responds in some way. With the world’s feedback, you have the possibility of learning, confirming, or disconfirming something. That’s why we strongly favor experiential learning over, say, lecturing or passive reading or writing.” —Jerry Weinberg, Why is reading or writing something different from doing something?
When I’m presenting and sharing my conviction that experiential learning is far superior to broadcast learning, it would be pretty hypocritical for me to lecture. It would also be pretty ineffective. As Stephen Jenkinson says:
“…when expressed properly, teachings don’t function as symbols or metaphors…they are an incarnation of what they are advocating.” —Stephen Jenkinson, On How We Deny Our Mortality, The Sun Magazine