Learning in community at conferences

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

At conferences we also learn better when we learn in community. At traditional events, expert speakers broadcast content at attendees. But today our minds are increasingly outside our brains. Our ability to learn effectively now depends mostly on the quality and connectedness of our networks, rather than what’s inside our heads.

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Today’s schoolrooms can teach adults the power of positive sharing

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.

Want to learn more about AI? For a quick introduction, I recommend The Thin Book of Appreciative Inquiry. Or go here for a comprehensive set of resources and tools.

Who would have thought it? Today’s schoolrooms can teach adults the power of positive sharing! Have you used Appreciative Inquiry at your organization? Share your experience below.

Image attribution: Amy Kolb Noyes

 

Lessons From Improv: Seeing the Gifts in People and Events

Thoughts triggered while rereading Patricia Ryan Madson’s delightful, straightforward, and yet profound improv wisdom.

Ooh, this is a hard one for me, but it’s so important for anyone working in the meeting profession.

“I can look at a person or event from three vantage points.

  1. To see what’s wrong with it (the critical method commonly used in higher education). Using this lens the self looms large.
  2. To see it objectively (the scientific method). Using this lens both the self as well as others are meant to disappear.
  3. To see the gift in it (the improviser’s method). With this lens others loom large.”

Patricia Ryan Madson, “wake up to the gifts” improv wisdom

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)?

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What’s better than people augmented by technology at meetings?


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, facilitating relevant connections and learning around participants’ shared just-in-time wants and needs 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 via simple human process rather than elaborate event technology.

I’ve been at many events where time is wasted trying to use custom apps that aim 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, and once they’ve experienced what’s possible they rarely enjoy going back to the passive meetings that were once 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.

The hype and reality of personalized learning

Billions of dollars are being spent on personalized learning in K-12 education, with 97% of US school districts investing in this hot educational trend. But what is “personalized learning” and are these efforts worthwhile?

A recent Education Week article The Case(s) Against Personalized Learning” by Benjamin Herold includes interesting research findings slotted into a confusing narrative.

Herold begins by describing personalized learning as a high-tech, well-funded push for schools to install computer-based lessons that 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”, that this kind of personalized learning is “bad for teachers and students”, and that “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 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 is not mentioned in the article. (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 since 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. In a world where the job you’ll be doing in ten years time probably hasn’t been invented yet — the story of my life since I was in my 20’s — self-directed, active, peer-supported, just-in-time learning is the default mode for most professionals these days. 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.

Image attribution: edusurge

Four tools for communities of practice

HT Harold Jarche

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.

Peer Conferences
In my post Conferences as Communities of Practice I explain how peer conferences can support communities of practice. (In 1992, the first peer conference I ever designed created a community of practice that has endured to this day.)

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 experiential learning is superior to every other kind

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?

Photo attribution: Flickr user mikebaird

Practice what you teach


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

“Teachings are an incarnation of what they are advocating.” I’m glad to see that this point of view is being championed in the educational community , under the rubric of recursive practice, and I hope to see a wider awareness of its importance as the years pass.

In the meantime, if you come to one of my workshops or presentations you won’t find me talking to you uninterrupted for more than five to ten minutes max. That’s how I practice what I teach.