Gaudynės

Kas vyksta, kai mokausi? Bandau pagauti jūros putas vėjy. Vis išsprūsta. Ištirpsta. Vėjas ištaško. Lieka jausmas. Tarsi apčiuopiau kažką. Bet ne. Tik sprogusių burbulų vaivorykštė delne. Bandysiu dar. Tikiuos, pagausiu esmę.

Flowers

Reflections from students forum at Capra Course:

Un-learning is a big part in learning – like composting to make space for fresh flowers! 

How to trigger students to own their learning? I have been thinking about motivation lately. How to help people reconnect with their motivation? In learning and in life. To me, reconnecting with motivation is in fact reconnecting with curiosity which is about activities of exploring, filling oneself with lots of different things. I like some old saying that “personality is someting we partly discover and partly create”. I believe same goes with learning: we partly are motivated from within, and partly motivated by the environmental triggers.

Maps

First time I heard about personal learning networks (PLNs) was in 2012. I worked with educators who saw interactions on social media as a professional development journey. Back then, I wondered – how could a social network developed for a learning purpose look like?

Personal Learning Network to me means learning while browsing the Internet, a lifelong learning journey, that is curiosity-driven which leads to project-based learning. Add feedback loops from diverse connections to the mix and here’s a continuous informal peer-to-peer learning process that is about self-realisation and collaboration. Oh, and skills! Critical thinking and creativity (diverse topics lead to creative thought) are developed through interactions as we go too.

Now, I’m learning about systems thinking at Capra course, so zooming in on links within a network. As I’m involved in many diverse networks, I wonder:

How to map my personal learning network? That is, share insights from parts and see the whole?

Learning Systems

All living systems are learning systems;

Life as a pattern of relationships; a self-generating network within a boundary of its own making; membrane is always active as a boundary, always opens and closes; life as metabolic networks: flow;

The more fluctuation, the more flexible system is; pattern is stable, structure changes (structural coupling); only disturb people, not direct;

Every interaction with the environment causes structural changes within the system

Capra Course

Hmm..

Can a system have no boundary?

What’s a healthy level of fluctuation?

What exactly happens when a system interacts with the environment? What are these structural changes?

I wonder..

The future of education: learners realising they’re learning systems already, the role of teachers as feedback loops. What disturbances are worthy in learning environments? 

How could a self-directed learning be the future of education? Seeing our bodies+minds as a learning system, where our knowledge graph changes based on interaction with environment, new neurons in the brain grow when we learn.

Senses

Often when I don’t understand, when something doesn’t make sense, I don’t feel it yet, and I don’t feel it because I don’t live it, not trying.

Say, I walk, and if a walk is too short, I miss a-ha moments flying in the air!

Yeah, I’m getting a dog.

Complexity

Self-organisation was interesting to me for a long time when experimenting with personal development. But these days I look for inspiration elsewhere and everywhere.

How do self-organised organisms work? What conditions are needed? When these are better than top-down organised systems?

This is quite an important question to me as I believe that self-direction promotes construction and thus meaningful life for all.

Mix

Self-order is helpful. Order from the top down – not always.

Let’s take education. A student must choose one discipline or the other. A wrong choice? And your life is devoted to the boring or the interesting. Business, the arts, the sciences. Why divide? It’s easier to plan lessons and curriculum when all disciplines are separate. It’s way more beneficial for individual and for the society to have disciplines mixed up. Take innovation. Where do ideas come from? When different things get mixed up. And for the individual? It’s so much more interesting to raise questions, then look for answers. In between, explore any tools that bring the answers (or resources).

Many disciplines together don’t mean chaos. Multi-disciplinary curriculum. Inquiry-based learning.

Simply change the structure. Then come up with a name how to call it.

Įrankiai

Development of people is not about developing. Rather, making the tools. People use the tools to develop themselves.

Education system. Work system. Both were designed to equip humans with habits and skills. Both are now facing change.

Let’s have a look where we came from.

the Past

Remember everything.
Follow orders.

Classrooms divided by age and subjects of 45 minutes chunks each. Always busy with homework and days spent in closed buildings.

Work divided by titles, functions, closed rooms.

the Now

Raise a question. Find information you need.
Speak up. Facilitate.

Classrooms moving towards blending everything: subjects, ages,… Learning is about measuring the ‘learning outcomes’ and ‘personalisation’. Think project-based, flipped, adaptive learning.

Work is now done in open spaces, no working hours or defined holidays. Expect to always be available and ‘collaborative’.

the Future

Think ideas. Create.
Come together and stay alone.

Self-directed learning. Production of concepts. Learning by doing.

Work whenever you want and less. 4 hours a day or a week? No, produce quality of ideas and forget about calculating time ‘available’ to meet online.

the Tools

And what do people need to develop themselves? Tools to help with idea generation, projects, social networks, productivity, self-knowledge?

Water

Be like water, my friend. What does it mean?

Focus on where water comes from. It rains on the mountains. Many streams form. Many unite and form a river. Then a lake. A sea. Ocean.

Be like a rain and a small river first.