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Go with the “Flow”.

Photo from https://daringtolivefully.com/how-to-enter-the-flow-state

It is important to understand the relationship between one’s skill level in comparison to one’s challenge level when encountering a learning experience. This is something I believe wholeheartedly. The optimal level of this relationship in learning is coined ‘Flow’ by the psychologist Dr. Mihaly Csikszentmihalyi (2014). This focused mental state is something that I have been interested in and studied for many years.  I have been competing in billiards for almost twenty years and teaching it to others for over fifteen years. When teaching others about billiards there is a three-step approach that correlates with Ertmer & Newby’s deconstruction of learning progression as outlined in, “Behaviorism, Cognitvism, Constructivism: Comparing critical features from an instructional design” (2013). I should state very clearly, that I do not subscribe to any certain camp, but feel that each position has merit in sequential learning processes.

There is a phrase that is often used in billiards, and that is “you play to the skill level of your opponent”. The chart showed at the top of this blog illustrates exactly that. When there is a similar level in experience and competition (or better yet, the opponent is slightly better) the learning is optimized. I am going to continue to use the example of teaching, and understanding, billiards to explain how behaviourism, cognitivism, and constructionism, is linked to learning as a sequential model.

To be competitive in billiards there are a lot of variables to understand. There are elements of geometry, physics, ergonomics, mindfulness, self-regulation (inhibition, shifting, and working memory), muscle memory, and a plethora of psychological theories. To explain to a learner all of the reasons why the cue should be positioned at a certain angle when they begin shooting would be overwhelming. It is simply too much novel information. It is best to create a simple task of setting up the cue ball and the object ball, and offer some basic instructions. This provides a reduced intake of stimulus so that the learner can understand what is required and is rewarded by repetitively sinking the object ball into the pocket. Etmer and Newby echo this and state, “[t]he goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus” (p. 50). In behaviourism psychology, this would involve both classical conditioning and operant conditioning. If you are interested in classical conditioning, please let me know and I would be happy to discuss it with you. To explain it through a short blog would use up too much space. With operant conditioning, there is a positive reinforcement (reward) when the object ball sinks through self-efficacy and social acknowledgement. This is the importance of creating simple drills.

The next stage of learning billiards is introducing more elements of physics, geometry, etc, to the learner so that the learner is able to break down the knowledge to be, “analyzed, decomposed, and simplified into basic building blocks” (Ertmer & Newby, 2013, p. 52). This stage of cognitive understanding is all about the process of sequencing and thinking through the motions. Explaining why certain balls should be sunk in an order, or why hitting the cue ball with a certain force or angle is required to generate a specific response.

The final stage of teaching a learner is all about using previous experiences to build on future applications. I often use language as ‘remember when’ in my instructions at this point. I am addressing situations based on reflections of previous encounters in the learner’s memory. This is similar to Etmer and Newby’s postion regarding constructivism in learning when they state that the learner, “build personal interpretations of the world based on individual experiences and interactions” (p. 55).
All of these three stages encompass the importance of understanding the relationship with flow psychology. In that, the level of challenge, and learning is situational to ones current level of experience.
Another perspective in learning theory is detailed in, “First Principles of Instruction” (Merrill, 2002). Merrill discussed different learning theories and models. Once again, I am not comfortable with positioning myself inside a certain framework. It reminds me too much of the different camps in psychology’s history where each one thought that their model of the mind is correct and argued other views. Thankfully in the last twenty years, the differing camps are being merged into grander conceptions to create a gestalt perspective in counselling. Yes, there are conditioned responses. Yes, there are unconscious processes. Yes, our mind works similar to a computer. Etcetera. In mental health, it is not effective to position oneself to work with a client in a regimented approach. People are dynamic, and therefore instruction needs to be as well. I truly believe it is up to the instructor to be as knowledgeable as possible of different approaches and to then weave between them as they help a learner achieve goals. That said, this assignment had the requirement of aligning myself with a theoretical position. With a gun to my head, I select Shank’s learning by doing (Merrill, p. 56). A blended model (behaviour, cognition, and construction) that holds value in goal-based scenarios through recognition, operations, and a narrative.
This is why both literally, and figuratively, I believe that in learning it is best to “go with the flow”.
What about you? What is your position on learning? Most importantly, how do you learn?
References

Csikszentmihalyi, M. (2014). Toward a psychology of optimal experience. In Flow and the foundations of positive psychology (pp. 209-226). Springer, Dordrecht.

Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.

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LRNT 525 Final reflections.

LRNT 525 has been a journey of reflection and gaining new insight on leading in digital learning. A journey I fully appreciate as I feel that it has helped me grow in such a small period of time.

There are some perspectives that were reinforced by the literature offered in LRNT 525 that helped solidify my foundations and supported my view. It was reassuring to know that engagement is a primary factor in learning. I was very pleased to learn about higher education institutions finding ways to monitor student engagement, as I feel that it can help those that are struggling and to provide guidance. I am thankful for the learning toolkits as they helped spell out the importance of each important step in the implementation process. Sometimes, it is easy to miss one step. These toolkits are a reminder of thoroughness.

The information that I have learned through LRNT 525 has helped create a new digital learning initiative at my current workspace rehabilitating survivors of brain injuries. The final paper utilized toolkits to ensure a successful implementation.

With this knowledge, I plan to move forward towards implementing digital learning initiatives.  My goal is to advance the current application of virtual reality hypnosis within clinical concerns. My intention is to include an electroencephalograph (EEG) for biofeedback, cameras within the head unit to gauge trance state, and a speech-to-text qualitative coding software (through Python) to analyze themes within an individuals subconscious. The EEG offers a baseline measurement of relaxation that can be tied to images and audio. If the individual is moving away from trance state, the EEG will recognize the movement from baseline and offer recalled experiences that created relaxation. As the individual speaks while in trance, Python programs data mines the associations through phenomenological analysis to suggest connections to the individual. This looping form of digital learning through biofeedback creates a reflective form of learning. In this way, the user is experiencing digital learning about themselves.

I am grateful for this course, and the knowledge that I have acquired.

Thank you.

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LRNT 525 Unit 2 Activity 1 – Adapting to the individual

Organizational readiness is a prevailing theme throughout the literature. Moving from Lewin’s 3 stage model of change to expanded models that include further phases or steps, the theme still remains the same. That is, understanding what needs to be changed, planning the change, and the execution. Societal demands, technological improvements, and the ebb and flow of an economy slightly alter the approach. This seventy-year journey illustrates the subtle progress that comes from adaptation, reflections to gain a competitive edge, and technological changes. Although the models have their similarities in the approach, they also share a common notable dilemma – the buy-in, or “shared team property” (Weiner, 2009). Each stage is important but without the ground level employees comprehending and sharing the vision of the organizational change, the desired outcome will fall short. Employees embrace the change best by wanting to, rather than feeling obliged, and “commitment based on ‘want to’ motives reflect the highest level of commitment to implement organizational change” (Weiner, 2009).

Source: https://pixabay.com/en/feedback-white-male-3d-model-1889006/

I think this where technological advances can really play a vital role in change management. Every employee can have a company log-in that can identify what their personal motivation is. There may be a selection of three options to what motivates them as an individual, and as a team. For example, the options could be a) an extra hour of pay, b) lunch paid for on one shift, or c) a prize. As part of the planning process for change, a budget for incentives should be considered. I propose that the company has a four-tiered system for analyzing group changes. The first being at the individual level and the reward is given if the knowledge is acquired about the changes. The second tier involves small groups that work together at the same time/ shifts. The third tier seeks to motivate entire departments, and the fourth tier is if the entire vision is completed.

Level one – staff on the ground floor are provided with the knowledge of the change and are then tested on the information. (Individual commitment)

Level two – teams that deliver the change are rewarded. This motivates other members of the team to guide any individual that is not committing to the change. (Social pressure)

Level three – departments that deliver are rewarded. (Group dynamics)

Level four – organization goals are accomplished are rewarded. (Vision has been completed)

Each level creates buy-in, can be monitored, and measured. Past the individual tier of rewards, tiers two through four are decided by the majority votes from the individual’s choice of group rewards.

I can fully appreciate Lewin’s 3-stage approach for its simple reminder of the basic premise of change, but, as you may imagine, I find Lueke’s method applicable at a deeper psychological level as he “stresses the importance of strong leadership in supporting change and motivating employees to accept change” (Al-Haddad & Kotnour, 2015). My current employment mainly consists of rehabilitating survivors of brain injuries, and as such, the importance of them wanting to change is paramount to their success.

In my view, leadership is the driver of change in the same way a driver of a carriage is. The driver (middle management) can guide the vessel to the direction of the passengers (upper management), but the horses (lower level employees) need to be able to move the carriage. The horses can be trained to bring one to a destination, but are more motivated if based on a reward system after reaching the desired destination.

I felt that Weller and Anderson had a unique perspective in analyzing the success of higher institutions, and their direction. They aptly stated, “[r]esilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013), and I couldn’t agree more. Digital learning environments require adaption and will change on its own or as Feldstein (2017) argues it will be changed within its own capacity by the users themselves. Furthermore, Weller and Anderson note the complexity of the application of resilience when stating, “resilience can be seen at the individual level, it is [sic] best applied to the institutional level (Weller & Anderson, 2013).

This leads me back to comparing industrial organization changes to developments in digital learning in education. In this era of technology and the ability to personalize so many factors, I wonder if identifying motivational elements could be the way of digital learning success. From teacher to student understanding the proverbial carrot might drive the motivation to bring prosperity.

Resources

Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management, 28(2), 234-262.

Biech, E. (2007). Models for Change. In Thriving Through Change: A Leader’s Practical Guide to Change Mastery. Alexandria, VA: ASTD.

Feldstein, M. (2017, May 28). A flexible, interoperable digital learning platform: Are we there yet? [blog post].

Udas, K. (2008, June 30) Distributed learning environments and OER: the change management challenge. [bog post].

Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4(67).

Weller, M., & Anderson, T. (2013). Digital Resilience in Higher Education. European Journal of Open, Distance and E-Learning.

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Personal leadership perspective – making meaningful connections as if they are family

I know, not everyone’s family is equal to biological connections. The concept of family represents those that you hold dear as you have become familiar with them and their idiosyncrasies.  Those in that mental circle can be friends, teammates, or your literal family. They are the people in your life that have your back, and you have theirs because a development of trust, and understanding, was built. I believe being a valuable leader is treating those in your environment like family.

Like being a good family member, a strong leader listens carefully to others empathetically and with non-judgement to build trust. A strong leader is vigilant of the environment seeking to adapt to benefit the team while being aware of individual challenges with the aim to build them up for success. Through diligence, a leader shows what hard work is by leading by example and reflecting on themselves to bring awareness of one’s strengths and weaknesses. Most importantly, driving a team forward is about taking calculated risks by allowing others to take the lead in the family as not only does it build up confidence and skills, but like any king (or queen) knows there is power in building up successors. Not withholding is the awareness that no one is excellent at all things, and therefore it may be wiser to distribute roles to those with mightier talents to benefit the whole.

You may be wondering – who is this guy and what makes his opinion matter? Well, it’s not just me who thinks this way. In fact, Castelli (2016) takes a similar stance by suggesting that reflective leadership is a central element to modern leadership. Reflective leadership has the simple equation of reflection plus mindfulness equates to wisdom (Castelli,  2016). Combing through the literature, Castelli found that the following elements are identified as important to reflective leadership – creating a safe environment that promotes trust, values open communication, connects work to organizational mission, build self-esteem and confidence, respects diverse cultures and customs, and challenges own’s own beliefs and assumptions (Castelli, 2016). Hmmm. Sounds familiar.

Okay. You might be thinking, “I am a principal of a high school does this apply to me?”. Well, yes. Yes, it does. Huggins (2017) demonstrated exactly that. It was discovered through interviewing exceptional principals the core factors of their success is working with their team with the principle’s principles as “committed to developing leadership capacity, understanding leadership development as a process, and have a tolerance for risk” (Huggins, 2017, p.2). In other words, one has to take risks in developing others, and it may take time. This is a true sign of a family.

Recently, Khan (2017) furthered this notion in educational leadership by understanding that change is not only part of our culture but part of our learning styles. Change means adapting. Adaptive leaders are, “flexible and responsive to change… [who] take a holistic view of leadership by focusing on both leader-follower relationships and any potential external issues… [and is] adept in knowing what the problems are, defining them carefully, and finding appropriate solutions” (Khan, 2017, p.179). Being part of a strong family means adapting while looking ahead for imaginable concerns.

Digital learning leadership continues the idea of family.  It involves building up trust and as Sheninger states, “[d]igital leaders must give up control and trust students and teachers to use real-world tools to unleash creativity and a passion for learning” (Sheninger, 2014, p.2). It is about anticipating changes and utilizing resources to maximize a relationship with the students. A key word is relationship. An engagement. It’s about developing effective ways to reach an audience and to continually work with them. This is what family does. Working together to build each other up. Not only can the student learn, but the teacher can learn from the student (and technology).

At this stage, I may have your buy-in that the concept of family plays a vital role in leadership. Maybe not. That’s okay. I can be open to different perspectives (another important characteristic to leadership and being a strong member of the family). Perhaps it’s better, for now, to return to my views.

Digital technology has impacted the way I lead in how communication occurs. No longer is there a communication binder where employees sign off with their initials. Now there are ways to have open dialogue in a group setting through social media. Exploring the idea of team outings are made simpler and more effective with digital technology. Most importantly, digital technology has expedited the time communication occurs. This can be vital in an ever-changing business landscape that relies on adaptive responses to new demands. This can help advance a promotion or to detail an emergency in real time.

Honestly, it comes down to this – how can you make your family stronger? As explained, being a digital leader promotes this and as your family grows in strength, you strengthen your community as well. In the end, knowing how to be a productive digital leader makes the world a better place and into a connected global village.

References

Castelli, P. (2016) Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.

Huggins, K. et al. (2017). Developing Leadership Capacity in Others: An Examination of High School Principals’ Personal Capacities for Fostering Leadership. International Journal of Education Policy and Leadership, 12(1).

Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison. The International Review of Research in Open and Distributed Learning, 18(3).

O’Toole, James (2008). Notes Toward a Definition of Values-Based Leadership. The Journal of Values-Based Leadership, 1(1).

Sheninger, E. (2014). Pillars of digital leadership. International Centre for Leadership in Education.

Image retrieved from https://pixabay.com/en/handshake-shaking-hands-peaceful-3139227/