Artefact 5

Description and significance of this artefact

This artefact – a short play presented on YouTube – was created by our team of three as the final project in MDDE 613. It is intended to provide our answer to the two questions posed in an engaging way, and to demonstrate our understanding of the various learning theories.

In the play, we present three members of the “Tough family” (inspired by Prof. Allen Tough, educator, and champion of self-directed learning), who are all adult educators but with very different viewpoints and experiences. Apart from the family interactions, they are all exposed to new views expressed by other learning theorists who they encounter while on a shopping expedition.

Although this activity was designed as a project each group could have fun with, nonetheless the primary aim of our presentation was to provide evidence of our understanding of learning theories, and how educators working from different teaching philosophies might answer the questions posed. We chose to create a scenario in which each participant would be faced with new and unexpected encounters that could trigger reflection and the creation of new possibilities, previously unconsidered.

I believe that this artefact demonstrates:

• A “revisiting” of learning theories and new possibilities for sharing learning outside of the classroom (from three different viewpoints),
• A collaborative exercise in which the group demonstrated creativity, synergy, project management skills, ingenuity in addressing technical issues, a great sense of fun, and (I believe) significant growth in both skills and understanding,
• Good use of appropriate technologies to make the learning both effective and entertaining.

I also chose this artefact because I feel particularly good about it. There was always excitement when we were working on it. Through lively discussion, we constantly found new ways to improve the product. We developed good friendships and new skills (I am now a much better sound editor – using Audacity).

We did face a number of technical challenges (e.g. Internet connection problems, difficulties with capturing the sound across a Skype session with participants in different locations, problems minimizing background noises – particularly from my location, distortions to the video when initially presented on Vimeo – resolved by using YouTube).

As a group of three, we relied on each other and were never disappointed, we discovered new things that enhanced our collaboration, and we created something that we are all proud of. I could not think of a better choice for my final artefact than a project in which everything came together so well!

As a group, we faced a difficult challenge – coming up with a presentation that would be engaging to our classmates but still fully met the requirements of the assignment – demonstrating our knowledge of learning theories and identifying ways in which learning could occur outside of traditional classroom environments (1.1, 1.2).

We had to come up with different scenarios, pick one to pursue, and discuss ways in which we could present a unified concept while authentically reflecting our own views (2.1, 4.2).

In choosing an enhanced “radio play” (i.e., a play in which the audio would be supported by a synchronous slide presentation depicting the individual scenes), we had to determine what technologies we would use to bring the presentation to our audience (PowerPoint, QuickTime, Audacity, YouTube, file conversion utilities, etc.) (3.2, 3.3).

We had already developed our team communication strategy (using emails and Skype predominantly) and, for this project, we added Google Docs to jointly develop scripts (3.1).

In developing our presentation, we had to come up with a manageable project plan and assign tasks appropriately – respecting the time commitments (and time zones) of other team members (6.5). In building this plan, we had to raise questions (what are the detailed tasks required? Who should do which tasks? What research is needed to complete a specific task?) (1.3).

We needed to “make reasoned arguments…” to achieve a consensus view (1.7). We had to jointly develop a script that would describe the actions occurring and the views of the participants expressed as dialogue (4.1).

There were many things we did not know initially that had to be researched in support of our proposed scenario (1.4, 1.5).

We had to support each other in our collaborative effort in order to stretch our capabilities and achieve our goals (4.4, 4.5).

Finally, we had to present our “instructional product” (2.5).

Looking back on the experience

As I described in my reflections regarding Artefact Four, group work has not always been as successful as I would have wished. However, in MDDE 613 Adult Education and Lifelong Learning – I thoroughly enjoyed it. I was lucky enough to engage with two teammates who are creative, enthusiastic, and comfortable with working collegially without competing over whose ideas should predominate. In fact, ideas seemed to develop naturally from our discussions and to benefit from everyone’s input. None of us could have come up individually with the integrated presentation that you see today!

I felt that working in this way – as a smooth functioning team – increased our capabilities beyond our individual expectations and enabled us to create a presentation that I consider to be a high point for me in the Masters of Education (Distance Education) program.

However, there were many other aspects to the project. The interactions between the family members portrayed in the video, and their reaction to the contributions from the other learning theorists enabled the examination of different viewpoints regarding how learning should be delivered and, indeed, the purpose of learning. This was something that I immersed myself in for a period of many weeks, leading to an improved understanding of the role of theory in guiding my teaching.

I identified with the characters we presented. I particularly enjoyed briefly being Paulo Freire and expounding on the idea of freedom through learning (or at least understanding better the constraints being applied by society and thus being in a better position to escape those constraints).

In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit, but as a limiting situation which they can transform. Freire (1968, p. 49).

To some degree, I was presenting a significant part of the new “me” – my new zeal for emancipatory education that can be life transforming – and prove that Lindeman (1926) was right when he said “In short, life itself becomes a perpetual experience of learning.”

Although Lindeman did not appear in our play, nonetheless his views on learning being all around us all the time in informal situations is very much supported in the theme of our presentation (even in witnessing a workers’ strike, learning can occur). For myself, my experiences in long-term care, and now in a hospital environment have been tremendous learning experiences (I joke about creating a training course called “Long-Term Care 101,” but I think it could be seriously useful for those new to the experience).

In being the perpetually grumpy Thorndike Tough, I was in large part examining (and possibly re-creating) the old “me.” In the final scene of the play, as that character, I am discovering new possibilities for moving forwards and making that metamorphosis to a closer relationship with my students and a better understanding of what learning means to them (and what it now means to me). This may be the biggest piece of liberation through reflection that we presented!

Examining this continuum of views and underlying learning theories has helped me in developing my own philosophy of teaching, and philosophy of learning (almost like those diagrams that show the caveman slowly standing up and becoming more human as eons pass).

This was a significant reflective activity at the time (I had a number of significant “aha moments during the course – as captured in my journal entries) and, on re-examining it, I see the power of discarding old (and outmoded) practices and embracing new forms of open and collaborative learning. But, more than simply embracing new learning, I now wish to be a changemaker.

“Changemakers are people who can see the patterns around them, identify the problems in any situation, figure out ways to solve the problem, organize fluid teams, lead collective action and then continually adapt as situations change.” Brooks (2018, February 8).

This is my aspiration, but there are some constraints that must be recognized. During the presentation project, I struggled to speak clearly and deliver my lines without long pauses for breath. My voice was often gravelly (think Winston Churchill) and of varying volume. Also, the noise from my ventilator punctuates my speech. Therefore I am not likely to become a college lecturer or public speaker at this point in my life. However there are many learning related tasks that I am happy to take on (some described on my Introduction page). I simply have to make choices appropriate to my situation.

After we delivered the presentation, I still looked for the possibility to re-record some sections to see if we could address issues with the sound quality. The three of us spent a few hours on a Sunday afternoon in January attempting to do some re-recording of the scenes with poor audio. Our recording results were not any better than our original, so we determined that our current presentation is quite adequate in getting our message across. For me this was a good recognition of what I am capable of –I am striving to be an effective communicator, but not a CBC broadcaster. I am now more content having a better understanding of my capabilities.

When we convened again in January, we encountered many of the technical problems that we had experienced in October and November. Specifically: unexpected freezing of computers, occasional strange noises intruding on Skype, and recorded files that tended to go missing. As Jamie observed, completing the project meant spending many hours on addressing technical issues, and significant time try to improve the audio and then assembling the soundtrack for each scene. Also, synchronizing the sound to the PowerPoint slides was very time-consuming for Kristin. Some sound files had to be broken up into shorter segments due to limitations in PowerPoint. The message I take forward from all this is twofold: First, I have to carefully choose where to put my energy. Secondly, that most activities that I engage in need a strong collaborative team to bring to fruition.

I am now dedicated to being a good team player. I am no longer able to operate as a stand-alone resource, it is too easy for me to get stopped by a single problem that I cannot resolve on my own (e.g. computer issues). My strength is now in working with others who either have effective and efficient processes already in place for creating significant initiatives, or who are open to working collaboratively in a network to achieve more than can be done singly.

I will continue to examine how I am performing in all my collaborative work. I think I owe it to my teammates to keep working on this.

This assignment was presented to teams of three as a way of enjoying the challenge of demonstrating our ideas of ways for engaging learners outside of the classroom. It provided an opportunity to exercise our creativity without any significant constraints regarding the format we chose (subject to the professor’s approval of the concept). As pointed out by Dr. Moisey in her feedback, providing flexibility and encouraging creativity can be a powerful strategy to engage learners and enable them to co-create deep learning.

I do remember that initially the group had concerns as to whether we could come up with a sufficiently creative presentation that would engage our classmates and still provide a strong linkage to learning theory in informal learning and/or public pedagogy. However, once the team discussion started, the process quickly moved forward with no lack of ideas to explore.

If I consider creating a similar challenge for my learners (as individual projects or in small groups), I might provide the same kind of guidance offered in MDDE 613. Giving them the choice between picking from some more defined formats for the presentation (to reduce anxiety), with encouragement for those comfortable with and open to the challenge to experiment with their own ideas relatively unconstrained. I do see that such an approach may make evaluation difficult, but it would give the opportunity for new creative work that I would likely never imagine.

I see this as potentially transformational learning for students ready to engage in this kind of project, but for others such freedom may be overwhelming. Therefore I believe that I should be open to providing opportunities whenever possible, but aware that not all students will be ready to undertake it depending on where they are in their development of self-direction and confidence. My job will be to ensure that they feel safe with whatever decision they make, and that I encourage and support them carefully and thoughtfully on their chosen path.