As I approach the final phase of the MALAT program and start thinking about my applied research project (ARP), it’s important to focus on the ultimate goal. Beyond the research itself, how can I disseminate my findings so that they can initiate action in the real world? Looking back on my initial motivation for enrolling in the MALAT program, it was deeply rooted in the practical application of learning. Now, as I begin the final stretch of this journey, I want to keep that objective in mind as I consider how to leverage the knowledge I’ve gained over the last 18 months and what I will learn during the upcoming research phase. How can I make what I learn not only accessible but usable?
My ARP topic involves looking at how to design and facilitate effective professional learning using a decolonizing approach. This is a personally meaningful topic for me and, as a non-Indigenous person, is an effort towards truth and reconciliation. Considering my final deliverable(s), I would like to reach both the academic and practitioner worlds. As a result, I am considering two dissemination pathways. Firstly, writing a summary of my ARP and findings in an academic journal or a professional publication would allow me to share my research with the academic world. Secondly, and more importantly to me, would be to use my findings to create a ‘toolkit’ serving as an Open Educational Resource (OER) that would offer practical tips and strategies to put knowledge into action that anyone could access and use, if they wish.
I am very much looking forward to this final stage of the MALAT program, where I can really focus on my interests and curiosities. I welcome feedback and thoughts on my dissemination ideas – thank you for reading!
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A Community of Inquiry (CoI) is a learning approach emphasizing critical discourse. It achieves this by balancing social, cognitive, and teaching presence to foster a valuable educational experience (Garrison et al., 1999). However, in the context of brief, one-time professional learning sessions, nurturing all three presences can be challenging due to time constraints. According to Garrison et al. (1999), cognitive presence tends to develop more effectively once social presence has been established. Yet, within the limited 60 to 90-minute timeframe of many professional learning sessions, how effectively relationships and trust can be established is questionable. When using a CoI framework to facilitate professional learning, careful consideration must go into the design and subsequent development of all three presences to create an effective and meaningful learning experience. Working within the constraints of time in the context of professional learning, strategies to help social, teaching, and cognitive presence are outlined below.
Teaching Presence
Developing teaching presence includes direct instruction with content accuracy and boundaries (Vaughan et al., 2013) while acting as a valve control, releasing the right amount of information at the right time (Bull, 2013). Further, designing activities to encourage reflection and critical discourse (Lalonde, 2020) supports the co-creation of knowledge, personal meaning, and shared understanding. Lastly, using Mayer’s 12 Principles of Multimedia Learning to inform the design of learning tools such as PowerPoint helps to manage cognitive load (Mayer, 2014) and enhance cognitive presence.
Social Presence
Developing social presence includes the use of ‘icebreakers’ to establish initial social connection and trust between learners (Vaughan et al., 2013). Facilitating discussions allows for social interaction, contributing to a sense of belonging in the learning community while also developing cognitive presence through discourse (Dunlap & Lowenthal, 2018; Lalonde, 2020). Lastly, ecouranging, acknowledging, and reinforcing contributions from the learners can support the expression of identity and a sense of belonging in the learning community (Bull, 2013; Lalonde, 2020).
Cognitive Presence
Developing cognitive presence includes using strategies such as storytelling, where the instructor shares and the learners are encouraged to share stories from their experiences (Dunlap & Lowenthal, 2018; Vaughan et al., 2013). Sharing of experiences opens the door to real-life problem-solving situated in the context of the learners profession (Boettcher 2019; Dunlap & Lowenthal, 2018). Finally, the use of technology and digital tools can make learning more engaging and encourage social interaction (Dunlap & Lowenthal, 2018).
While time constraints may pose limitations, adopting a CoI approach to professional learning offers a transformative perspective on the possibilities of learning and actionable knolwedge within this context.
Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79. https://doi.org/10.5944/openpraxis.10.1.721
Garrison, R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Mayer, R. (2014). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
As we begin a new course on facilitation in digital learning environments, we are asked to reflect on our initial thoughts about digital facilitation in a 3-2-1 format. Below are my thoughts.
3 Initial Thoughts
Effective facilitation in an online learning environment takes a lot of careful planning and work to ensure learning objectives are being met in a meaningful way. You cannot take an in-person learning plan and plug it into an online environment, contrary to what many people believe.
Taking the role of a co-learner when facilitating in a digital learning environment by being a (relatively) active participant in discussions (Bull, 2013), can help develop facilitation skills and strategies while also learning more from the context of the participants.
There is a lot of potential for online learning, but good design and facilitation of learning are key to the realization of this potential. This includes the careful and thoughtful balance between social, cognitive, and teaching presence as described in the Community of Inquiry (CoI) model (Dunlap & Lowenthal, 2018).
2 Questions
Boettcher (n.d.) suggests that using current news events for students to relate to and discuss can be motivating. What are other effective digital facilitation strategies that support engagement and motivation?
There are several elements to consider when designing and facilitating an effective online learning experience. However, most of these elements apply to learning that takes place over a period of time. How does this translate to short-duration learning events such as one-off professional learning?
1 Metaphor
Being a facilitator of digital learning is like being a wedding planner. They are focused on the experience of others, working behind the scenes to ensure a smooth and memorable event for all who attend.
Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79. https://doi.org/10.5944/openpraxis.10.1.721
As we near the end of LRNT 527, we have been asked to reflect on our journey in this course and how our final Digital Learning Resource (DLR) might expand into the final stages of the MALAT program. Throughout this course, I have been working towards completing an eLearning module for my team at work aimed at developing their design and facilitation skills for delivering professional learning. This module is a proposed solution to a Problem of Practice (PoP) that I identified as being that short-duration, content-heavy professional learning for K-12 educators and administrators does not usually result in deep learning leading to changes in policy and practice. Reflecting on my design thinking process to arrive at my final DLR product, I am grateful to have engaged in the empathy stage of the process and feel that is the most important thing that I did to yield the most promising result. Mindful Marks (2018) describes the empathy stage of the design process as a way to understand the feelings, needs, and pain points of the people we are designing as being critical to producing an effective final product. I feel strongly about this after conducting a needs assessment and gaining a deeper understanding of the specific challenges my colleagues face as well as their learning goals for their own professional development. This process allowed me to align my instructional goals with their expressed needs and goals and was truly foundational to the subsequent steps in the design process. I am confident that I will have an effective final product for my colleagues.
However, I am less confident that this will solve my PoP entirely. The issue of behaviour change after a professional learning session, I believe, is related to a larger systemic problem that will take several steps and changes to yield results. Having said that, I am reminded of the ‘starfish story’ in which a man finds a young boy throwing beach-stranded starfish one by one back into the ocean. The man asks the boy what he is doing, and the boy responds by saying that he is saving the starfish. The man challenges the boy saying that he will never make a difference given how many starfish were stranded on the beach, and the boy responds by picking up a starfish and throwing it into the ocean, saying, “It made a difference to that one.” So, improving the design and facilitation skills of my colleagues to aid in the process of learning is one way to help create the conditions for change in practice for the people who attend the professional learning sessions we offer as a team. It will not solve the problem on its own, but it will make a difference.
Moving forward in the MALAT program, as I approach the final two courses and applied research project, I am inspired to continue to humanize my process of thinking and design. To humanize the process is to be inclusive of diverse perspectives and ways of knowing (Wellum, 2022), which aligns with my desire to create culturally inclusive professional learning environments and experiences. My completed DLR gives me a foundation to build upon in terms of understanding what effective design and facilitation of professional learning means. I am looking forward to exploring this further, including how to decolonize professional learning by using constructivist learning theories.
During my inquiry into sharing Indigenous Knowledge in OERs, I came across an initiative called Local Contexts. This initiative is committed to helping Indigenous communities gain cultural authority over their heritage and data. Globally, people outside Indigenous communities are writing about Traditional Knowledge that is shared with them, for example through research, and publishing that knowledge. This results in a situation where researchers or institutions hold the copyright of that knowledge over the community in which it originated due to copyright laws (Local Contexts, 2023). Because Traditional knowledge is accumulated over time, no intellectual property is granted over it.
In an effort to address this issue in the digital space, Local Contexts has developed ‘digital tags’, including Traditional Knowledge (TK) labels and Biocultural (BC) labels, that help Indigenous communities reinforce their rights to their data while also allowing researchers and institutions to disclose their interests. TK labels, in particular, act as a digital cultural protocol for sharing knowledge translated from traditional practice to sit within a digital infrastructure (Bourdages, n.d.).
According to Canadian copyright law, once something becomes ‘fixed’ or recorded in the case of podcasting, it becomes automatically copyrighted to the owner of the podcast (Simmons & Kaplan-Myrth, 2007). It is the responsibility of the Interviewer to gain at least verbal permission from the interviewee to participate in the podcast interview. This is problematic for Indigenous knowledge sharing as cultural beliefs are that knowledge belongs to the community in which it originated, and for non-indigenous people, organizations, or institutions to become owners of shared knowledge reinforces colonial structures and practices.
I am interested in learning more about how TK labels could be used in a podcasting context, as examples of TK labels in use are limited. Unfortunately, even with the use of a TK label on a podcast, the podcast owner would still own the content due to Canadian copyright law and can do as they wish with it. Ultimately, it might come down to altruism and individual action of the podcast owner to simply ‘do the right thing’ until our systems change to be inclusive of Indigenous worldviews on knowledge and ownership.
This post was co-authored by Giulia Di Giovanni, Jessica Gemella, Tim Wong, and Leah Yardley.
An overview of our critical inquiry process as presented in the Critical Eye Podcast(our team presentation)
Podcasting is a popular medium for sharing information and entertainment, with over 10 million Canadian adults (34%) listening to podcasts on a monthly basis in the past year (Loup, 2023). We examined the impact of podcasts on society at varied scales, including on individual learners, institutions, communities, and societies (Selwyn, 2010). Our critical inquiry is framed by the entangled pedagogy model (Fawns, 2022), which describes how technology, teaching methods, goals, values, and context influence each other. Our inquiry has revealed potential concerns about accessibility and accuracy, as well as the vast potential of podcasting to enhance the learning experience and engage learners in innovative ways. We will each share one identified benefit and concern of podcasting as a learning technology.
Giulia
A benefit of using podcasts to support learning is the opportunity to afford learners with diverse perspectives and experiences that are not always represented in traditional educational resources. According to Werner et al. (2020), “Without diverse representation behind the microphone, we are missing out on unique perspectives, narratives, and learning points” (p. 1). Yet, accuracy and bias can be a concern when using podcasts to support learning because the information presented may reflect the biases of the podcast host or guests. Podcast regulation does not currently exist in Canada, which may lead to inaccuracy of content, bias, and conflicts of interest (Briand et al., 2021).
Leah
Podcasting developed and hosted by Indigenous people can help reclaim oral tradition and cultural knowledge that was lost due to colonialism. Podcasting gives Indigenous people agency over their knowledge and representation, acting as a tool for decolonization (University of British Columbia, 2020). Nevertheless, Indigenous knowledge does not conform to Western epistemological frameworks or fit within Western copyright laws (McCraken, n.d.). Pertaining specifically to OERs, open licenses operate in a colonial understanding of intellectual property (Gray, 2021) and fail to acknowledge traditional and community-based protocol. Care should be taken to ensure that Indigenous concepts of ownership are respected (The Canadian Federation of Library Associations, 2018).
Jessica
Scholars across disciplines use podcasts to share and amplify their research findings with new audiences. In addition, podcasts can provide a space for marginalized voices to be heard, and a platform for collaboration between researchers and community members, leading to more accessible and impactful research (DeMarco, 2022). However, podcasting presents a new way to share knowledge, and researchers need to acquire new skills to work with audio technologies and engaging speaking skills (Mollett et al., 2020). Additionally, there is a lack of standards which is problematic because the producer and listener have no objective way to evaluate the quality of a podcast (Singer, 2019).
Tim
A potential opportunity for podcasting is increased engagement: Podcasts can make learning engaging and interesting for learners. According to Jalali et al. (2011), students preferred reviewing course material by listening to a podcast as opposed to reading class notes or textbooks. On the other hand, one concern is the requirement for accessibility in podcasting as a means of education. Podcasts must cater to learners with disabilities, and CUNY Library Services (n.d.) offers excellent resources to achieve this. Their recommendations include providing transcripts, ensuring the website is accessible for screen readers, and ensuring the media player can be operated by keyboard for screen readers and operators.
To learn more about our experience with podcasting as a learning technology and the questions we have, you can view the Critical Eye Podcasthere.
References
Briand, S., Malo-Leclerc, I., Beaudoin, M., Croisetière, É., Tremblay, A., Côté-Boulanger, M., & Carrier, A. (2021). Considerations in the use of podcasts for teaching and learning in occupational therapy: A scoping study. Journal of Occupational Therapy Education, 5(2). https://doi.org/10.26681/ jote.2021.050202
Caramancion, K. (2022). An exploration of mis/disinformation in audio format disseminated in podcasts: Case study of spotify. 2022 Electronics and Mechatronics Conference (IEMTRONICS), Toronto, ON, Canada. https://ieeexplore.ieee.org/document/9795760
DeMarco, C. (2022). Hear here! The case for podcasting in research. Journal of Research Administration, 53(1), 30–61. https://eric.ed.gov/?id=EJ1348008
Jalali, A., Leddy, J.J., Gauthier, M., Sun, R., Hincke, M., & Carnegie, J.A. (2011). Use of podcasting as an innovative asynchronous e-learning tool for students. Journal of US-China Education Review, 11, 741-748. https://eric.ed.gov/?id=ED529387
Moore, T. (2022). Pedagogy, podcasts, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research. https://doi.org/10.1177/0739456X221106327
Singer, J. B. (2019). Podcasting as social scholarship: A tool to increase the public impact of scholarship and research. Journal of the Society for Social Work and Research, 10(4), 571–590. https://doi.org/10.1086/706600
Werner, J. L., Lewiss, R. E., Pensa, G., & McGregor, A. J. (2020). Women in Podcasting: We Should Tune In. The Permanente Journal, 24, 1–3. https://doi.org/10.7812/TPP/19.241
IN LRNT 526, we will be using the method of critical inquiry to examine a learning event. Our team (Giulia, Jessica, Tim, and Leah) have chosen podcasting as our learning technology and, specifically, the Ologies podcast hosted by Alie Ward as the learning event to frame our inquiry around. We chose podcasting as our subject of inquiry due to its innate flexibility, facilitating learning in diverse settings, such as exercising or driving, and its versatility as a medium to support both formal and informal learning on a wide range of topics.
To familiarize ourselves with podcasting as a learning technology, we did an initial literature review to explore the various ways in which podcasts are being used for educational purposes and to gain insight into potential issues with podcasting as a learning medium. Some highlights from our initial review include:
The popularity of podcasting is significant because 34% of Canadian adults are monthly podcast listeners averaging 4 hours per week and over half of Canadian adults have listened to a podcast in their lifetime (Loup, 2023).
Podcasting has various applications for supporting learning. In higher education, podcasts can be used as an internal resource, grey literature, or a means for instructors to provide feedback (Moore, 2022). Additionally, podcasting can be an effective tool to make scholarly research more accessible and understandable for diverse audiences beyond the academic community (DeMarco, 2022; Harrison et al., n.d.). Podcasts also allow the public to access research and apply knowledge to their personal and professional lives (Shamburg et al., 2022).
Research suggests that the use of podcasts can deepen learning in post-secondary education by providing the opportunity to reflect, self-pace, and engage in independent learning (Andersen & Dau, 2022; Palenque, 2016).
Research has shown that misinformation can be prevalent in podcasts (Caramancion, 2022). It is also important for listeners to verify the accuracy, reliability, and impartiality of podcast content.
Despite podcasts having the ability to allow for a more equitable participation in academia (Figueroa, 2022) it is important to be mindful of any pay-to-access requirements for certain podcasts and share freely available episodes to ensure equal access for all learners.
As we approach our critical inquiry of podcasting as a learning technology, we aim to look beyond the context of the individual learner and their immediate learning environment and consider how societal influences and dimensions of social life shape educational technology and the learning experience (Selwyn, 2010). Acknowledging the complexity of relations between technology, users, and the social context (Fawns, 2022), we seek to develop a deeper and more broad understanding of podcasting and its potential and limitations in facilitating learning, knowledge dissemination, and social action.
While podcasting has been promoted as an effective technology for learning and is widely used in a variety of contexts, Fawns (2022) asserted that taking a deterministic view of technology without considering its entanglement with pedagogy and the impact of contextual factors is insufficient for gaining a holistic understanding of the relationship between podcasting and learning. For this team assignment, we will be taking a critical inquiry approach to examine podcasting within the diverse contexts of our team members’ lives, work, and learning environments. Our aim is to develop a deeper understanding of the complex issues within our respective contexts, challenge our own beliefs and assumptions, consider multiple perspectives, and influence well-informed decision-making. Each of us bring unique interests in this topic and collectively, we have decided to explore the following questions:
What are the implications for sharing Indigenous knowledge and content in digital platforms such as podcasts and Open Educational Resources (OERs) in general?
What are the ethical considerations and accessibility implications of using podcasts as OERs in formal education?
How are podcasts used to mobilize research within and beyond educational institutions to engage wider and non-traditional audiences?
How can podcasts be utilized to promote equity and representation in education, particularly among marginalized and underrepresented communities?
As we consider podcasts as a learning technology, we welcome initial feedback or thoughts to help guide our critical inquiry.
References
Andersen, R.H., & Dau, S. (2022). Podcasts: A generator of non-formal learning. European Conference on e-Learning, 21(1), 19-24. https://doi.org/10.34190/ecel.21.1.527
Caramancion, K. (2022). An exploration of mis/disinformation in audio format disseminated in podcasts: Case study of spotify. 2022 Electronics and Mechatronics Conference (IEMTRONICS), Toronto, ON, Canada. https://ieeexplore.ieee.org/document/9795760
Demarco, C. (2022). Hear here! The case for podcasting in research. Journal of Research Administration, 53(1), 30–61.https://eric.ed.gov/?id=EJ1348008
Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy—Technology dichotomy. Postdigital Science and Education, 4, 711 – 728. https://doi.org/10.1007/s42438-022-00302-7
Figueroa, M. (2022). Podcasting past the paywall: How diverse media allows more equitable participation in linguistic science. Annual Review of Applied Linguistics, 42, 40-46. https://doi.org/10.1017/S0267190521000118
Moore, T. (2022). Pedagogy, podcasting, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research, 1-14. https://doi.org/10.1177/0739456X221106327
Palenque, S. (2016). The power of podcasting: Perspectives on pedagogy. Journal of Instructional Research, 5, 4-7. https://doi.org./10.9743/JIR.2016.1
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65-73. https://doi.org/10.1111/j.1365-2729.2009.00338.x
In LRNT 526, we are exploring a learning technology and related event and conducting a critical inquiry based on our learning experience and research related to the learning technology. Our team has chosen podcasting as our technology and specifically the Ologies podcast by Alie Ward. In this science-based podcast, Alie Ward interviews someone with extensive knowledge or expertise in a particular ‘ology’. As a team, we chose to self-direct our learning individually and experience a different podcast based on our interests. I listened to an episode called Indigenous Fire Ecology (GOOD FIRE) with Amy Christianson. Ward (2021) interviews Christianson in this episode to provide an Indigenous perspective on wildfires as a follow-up to an original fire ecology episode with a more Western science perspective.
As a learning technology, podcasts support formal, non-formal and informal learning and can support access to resources in a flexible learning environment (Gunderson & Cumming, 2022). Furthermore, podcasting, as a supplement to formal learning, can deepen learning and improve overall learning outcomes (Andersen & Dau, 2022). As a consumer of podcasts, I have used podcasts informally to satisfy my curiosity about things I have wondered about and to self-direct learning to enhance my professional and personal life. Non-formally, I have used podcasts to deepen my understanding of complex issues or topics I am learning about in my formal education. I have limited experience with the formal use of podcasts; however, I have received audio updates and audio feedback during formal learning, which is considered a form of podcasting (Moore, 2022). Although podcasts have been beneficial to my learning academically, professionally, and personally, research is limited on the impact of podcasts on learning (Andersen & Dau, 2022; Gunderson & Cumming, 2022). Yet, podcast use in Canada is significant, with 34% of adult Canadians being monthly podcast listeners in 2022 (Loup, 2023).
As someone interested in Indigenous perspectives and worldviews, I have used podcasts and other Open Educational Resources (OERs) to learn about Indigenous knowledge and culture. Although podcasts that share Indigenous knowledge can be beneficial to restoring cultural knowledge that was lost due to colonization and the residential schools, I have been contemplating how Indigenous knowledge and content are being protected and honoured when shared in OERs, particularly given the traditional and sacred nature of oral knowledge in Indigenous culture. During the next few weeks in this course, I plan to explore this topic further and hopefully shed light on how Indigenous knowledge and content is being shared in podcasts, how it supports learning for Indigenous and non-Indigenous people, it’s impact on Indigenization and decolonization, and ethical and cultural considerations such as Indigenous knowledge sovereignty and cultural protocol. This topic is meaningful to me as I work with Indigenous communities in my professional role and want to be mindful of open sharing practices and Indigenous worldviews.
I expect that I will have a lot to learn in this area as I begin my research and reflection on this topic. I welcome any feedback or thoughts to consider as I move forward.
References
Andersen, R.H., & Dau, S. (2022). Podcasts: A generator of non-formal learning. European Conference on e-Learning, 21(1), 19-24. https://doi.org/10.34190/ecel.21.1.527
Gunderson, J.L., & Cumming, T.M. (2022). Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2022.2075430
Moore, T. (2022). Pedagogy, podcasting, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research, 1-14. https://doi.org/10.1177/0739456X221106327
Ward, A. (Host). (2021, August 17). Indigenous fire ecology (GOOD FIRE) with Amy Christianson [Audio podcast episode]. In Ologies. https://www.alieward.com/ologies/goodfire
As we near the conclusion of LRNT 525, I have found myself reflecting on several things. First and foremost, I am reflecting on the importance of good leadership and effective processes for managing change. As someone who worked for 15 years managing a not-for-profit organization, I have managed countless projects with no formal training in project management. I have found value in learning about good change management processes, the importance of reflective leadership practice, and how alternative leadership perspectives can open doors to a more inclusive organizational culture.
But perhaps I am pondering the most the role humans play in organizational change and how our humanness can impact change. We often talk about organizational change as if the organization is an entity on its own, yet it is a construct that is made up of humans. We are not machines, yet machines (for example, cars) require regular maintenance to ensure they are running safely and efficiently. What could happen if humans were cared for in this way, where employee wellness and well-being are foundational to organizational success?
In an episode of the Teacher Fan Club podcast, Dr. Jane Dutton discusses Positive Organizational Scholarship and the power of compassion and high-quality connections to unlock capacity and capability in people and how that translates to organizational success (Fulwiller & Tingle, 2022). She suggests that creating more compassionate organizations can lead to more compassionate systems that can help with global climate-related issues. What a thought.
The Student Well-Being Framework released earlier this month by the Calgary Board of Education (CBE) acknowledges well-being as a precursor to student learning. The CBE asserts that students must be healthy to learn effectively and thrive. The framework describes well-being as foundational to every student’s success, helping to provide more equitable access to education and learning. This same notion could be considered in organizations, and when change is on the horizon, they are more resilient, more prepared, and more likely to experience successful implementation.
This course has brought me back to my roots in wellness, seen through the lens of organizational leadership and change management. The intersection of the content in this course and my background and experience related to wellness has been where I have learned and grown the most in this course. I am grateful to end on this intersection, and I know it will inform my path forward, no matter which direction I find myself heading in.
References
Fulwiler, D., & Tingle., E. (Hosts). (2022, July 14). The power of compassion & high quality connections with Dr. Jane Dutton [Audio Podcast]. In Teacher Fan Club. https://teacherfanclub.com/dr-jane-dutton
Project management is a complex process that involves several steps and considerations combined with strong skill sets to achieve a successful outcome (Watt, 2014). Reflecting on my own experience with leading projects after reading about project management in the literature has been interesting. In my previous role managing a not-for-profit, I applied for, received, and managed many grant-funded projects with no project management training. Typical for a not-for-profit, I wore many ‘hats’ and had to develop skills on the job that would be fulfilled by a specialized position in many larger organizations. Over time, I became better at leading and managing projects, yet with a greater understanding of project management after the readings in this course, it is evident that the use of proper project management skills and processes could have improved the project outcomes and my experience managing the project itself. However, barriers in this context limit the ability to have full control over managing the project.
Speaking generally of the nature of projects I have managed, they were almost always funded by the government through one-time project grants. Due to the nature of grant applications, much of the project planning is completed as part of the application process. Upon approval, the project becomes constrained within the parameters of the application, and there is very little flexibility, especially from a budget and time perspective. Moreover, many project grants do not allow for expenses related to human resources, so the project management and execution stay ‘in-house’ without the ability to hire external expertise. Watt (2014) describes the term ‘triple constraint,” in which a project quality is influenced by the balance between time, cost, and scope, and with the best projects having a perfect balance between the three factors. In my experience with grant-funded projects, the proposed project plan based on the application requirements doesn’t always allow for a perfect balance to exist, as timelines are often based on the funding agency’s fiscal plan and not always aligned with the recipient’s needs. Furthermore, many projects I have led have been in partnership with Indigenous communities, and timelines dictated by the funding agency do not support the time needed to build relationships for meaningful and long-lasting work.
When working with Indigenous communities, I am not convinced that a traditional project management approach is the most effective, and I believe it has the potential to reinforce colonial systems. Taking a wider system view and applying cultural theory can help understand the power dynamics and motivation within a social system, leading to innovative ways to address challenges (Conway et al., 2017). This is a good place to start; however, the remaining challenge is converging two systems into a meaningful, respectful, and effective process for managing projects. Additionally, advocating for funding agencies to account for this process in their guidelines would be essential for progress in this area.
