Lucka 20: Vilket är ditt pedagogiska nyårslöfte?

Snart är det dags att sammanfatta det gångna året och ta steget in i det nya. Om du ännu inte har bestämt dig för nyårslöfte så kommer här några idéer samt hur vi på Didacticum kan stötta dig som är LiU-anställd att hålla det.

Börja undervisa

Är 2022 året som du för första gången ska ta steget in i föreläsningssalen? Anmäl dig till två halvdagar med Didacticum om Att börja undervisa. Kursen ges online och finns på både svenska och engelska.

 

Bli mer strukturerad

IT-utbildarnas strukturera-kurs där du får lära dig arbetsmetoder och verktyg för ett mer strukturerat arbete (och liv).

 

Utforma min kurs att vara mer inkluderande för en heterogen studentgrupp

Inspireras av Lina Roth, som driver en populär distanskurs om Hästens sinnen och beteende. Med tydlighet, god gemenskap och flexibilitet kan studenter med skiftande studievana och livssituation läsa kursen med goda resultat.

 

Minska förbrukningen av papper

Ersätt tentan som vanligen skrivs på papper med en digital examination i WISEflow. Kontakta didacticum@liu.se för att med stöd av en pedagogisk utvecklare påbörja arbetet kring digital examination.

 

Respektera upphovsrätten

Som undervisande på ett universitet finns goda möjligheter att hitta bra illustrationer till dina presentationer, utan att “låna bilder från Google”. Ta del av självstudieguiden Hitta bilder att använda – med gott samvete.

 

Visa för kollegorna att jag uppskattar dem

Skicka Beröm i Teams, antingen direkt till en person i chatten eller synligt för hela arbetsgruppen i ett Team.

 

Tillgänglighetsanpassa det jag publicerar på Lisam

Säkerställ att det du publicerar i kursrummet kan läsas eller lyssnas på av alla studenter oavsett funktionsvariation. Ta del av IT-utbildarnas självstudieguider om tillgänglighet.

 

Dela med mig av kunskap och erfarenheter

Har du provat något nytt, eller gör du något bra som fler borde ta efter? Ta chansen att dela med dig av det på Pedagogikdagen 2022 som går av stapeln den 16 mars. Årets tema är Hybridundervisning, lärande och studentaktivering, och sista dag att anmäla sitt bidrag är den 14 januari.

 

Bli bättre på att be om hjälp

Vi finns här för dig. Du som behöver stöd eller vill diskutera frågor som rör undervisning och lärande kan boka ett möte med en av Didacticums pedagogiska utvecklare. Du som har frågor rörande digitala verktyg är välkommen till IT-utbildarnas drop-in.

Lucka 19: Unlearning

I came across the term unlearning and felt curious about its meaning. Especially because in Academia, where I work, everything has been about learning new things, learning to learn and learning through problems like in problem based-learning (PBL). Learning by constructing knowledge and not by mere knowledge transfer. Therefore, I wanted to know why we need to unlearn things after putting so much effort and taking so much pride? After all, when we know a lot of things for a long time we can call ourselves experts, right?

However, unlearning turned out to be an old concept with several definitions. It was formally defined as the ability to discard obsolete knowledge (1), as the process of reducing or eliminating preexisting knowledge or habits that would otherwise represent formidable barriers to new learning” (2) and the discovering of the inadequacies of old ideas to discard them (3).

Unlearning, according to the Cambridge Dictionary, is defined as “ to make an effort to forget your usual way of doing something so that you can learn a new and sometimes better way” whereas Mark Bonchek put it this way: “Unlearning is not about forgetting. It’s about the ability to choose an alternative mental model or paradigm. When we learn, we add new skills or knowledge to what we already know. When we unlearn, we step outside the mental model in order to choose a different one”

It seems that unlearning is also about breaking dogmas or shifting paradigms.

For example, like when the central dogma of genetics stating that the flow of genetic information goes from DNA to RNA to proteins was broken with the discovery of non-coding RNAs that never translated into proteins or the double nature of light as a particle (photon) and as an electromagnetic wave was discovered. Also when the gravity law explained by Newton was refuted by Einstein and now again the scientist might find that Einstein’s theory has its limitations inside the black holes

It seems that when we unlearn, we might need to look at old things with new eyes, from a different perspective like children giving a piece of lego thousands of different applications.

So unlearning may be very important to quickly reevaluate our facts, like when assembling a puzzle or perceiving the upper part of an iceberg. Is having the notion that everything we know can be provisional until new facts come to light and make us change our insights (4)

Unlearning things might be good to find better and more rewarding, innovative solutions, to improve our lives, to feel happier, to find a better job, to make better decisions in life.

Yet we refuse to unlearn because leaving our comfort zone, the place where we have been for a long time, the routine work that we can do with close eyes, the easy and quick and effortless, can cause frustration and stress.

Deviating from habit and security is not easy. It demands more attention and more energy to do things in unusual ways. It makes us less efficient at what we were doing. It can be disorientating if we change professional roles, duties, and are forced to make reforms. We fear the unknown and in many cases feel a sort of reform fatigue (5) when things are changing a lot and fast. Like with the Corona situation that makes people confused and tired.

Also because many times we don’t know how to unlearn things, we are only told that to obtain a better job or receive money from a prestigious grant office we need to stand out, think outside the box but no one tells us how to do that.

We went to school and collected facts, some we have revised now but some not, we may have learned how to learn but never learned how to unlearn. We found a job that we did well until we realize that the old knowledge we took for granted was incomplete in the light of the rapid changes taking place in society.

Paradoxically enough school didn’t prepare us for that, didn’t prepare us to cope with how we were going to unlearn about the reality or ourselves in order to make us suitable for what is happening now with the pandemia or the climate issues. No academic program include yet all literacies that we need in order to acquire the 21st century skills

-Disruptive innovation
-Daring to argument, to provoke without being conflictive
-Dealing with the unknown and uncomfortable?
-Non violent communication and netiquette
-Critical and divergent thinking
-Adaptation to rapid changing circumstances?
-Flexibility
-Tolerance
-Self-leadership
-Anticipation of future problems
-Successful intelligence
And of course unlearning things


Some good ways to unlearn things are by observing and learning facts from unknown areas and trying to apply them to known areas. For example Biomimicry where clever designs have been produced borrowing adaptations from plants and animals. By confronting and debating our beliefs with other people with different backgrounds and experiences we might see things differently. By problem solving and experimenting like in the NuVu schools and especially trying from an early age.

However, the dark side of unlearning is of course that the one deviating from a norm may need this “high tolerance for feeling inadequate, embarrassed, or humiliated; and to face a potential loss of status and credibility” (5). However, the thing with unlearning is that sometimes it hurts to get away from old ideas, habits. For a period of time we might feel disoriented, frustrated, lost. Like the ones trying to lose weight while building muscles. The weight indicates no difference in weight if not an increment no matter how food deprived they have been. Just for a while. The body needs to unlearn. With this notion in mind everything will feel better.

Finally, this blogpost helped me to start thinking about how I might commence my unlearning journey. I asked my family if we could un-celebrate Xmas. I asked my husband to prepare Jansson’s temptation without fish inside and asked my daughter to make other kinds of saffron bunnies with chocolate but they thought these ideas were too risky, too strange. I guess this will take time and some more blogging 🙂

Happy Xmas no matter if in a conventional or un-conventional way


References

1-Hedberg, B. (1981). How organizations Learn and Unlearn. In P. Nystrom & W.H. Starbuck (Eds,) Handbook of Organizational Design (Vol1.) London: Cambridge University Press.

2-Newstrom, J.W. (1983) The Management of Unlearning: Exploding the “Clean Slate” Fallacy. Training and Development Journal, 37(8), 36-39.

3-Nystrom, P.C. & Starbuck, W.H. (1984) To Avoid Organizational Crises, Unlearn.
Organizational Dynamics, 12(4) 53-65.

4-R Rushmer, H T O Davies. Unlearning in Health Care, Qual Saf Health Care 2004;13(Suppl II):ii10–ii15. doi: 10.1136/qshc.2003.009506
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1765805/pdf/v013p0ii10.pdf

5)-https://www.scotthyoung.com/blog/2018/04/12/the-art-of-unlearning/#easy-footnote-bottom-1-7564

Extra
https://litfl.com/unlearning/

Lucka 18: Didacticum <3 samarbete

Föreståndare Gunvor Larsson Torstensdotter tar ordet:

Didacticum älskar samarbete!

Miriam och Castor samarbetar

En av våra viktigaste uppgifter som pedagogiska utvecklare på Didacticum är att samarbeta med andra. Det kan vara i våra kurser, genom de konsultationer vi erbjuder eller i våra workshops. Men vi samarbetar också väldigt gärna med våra systerenheter på olika lärosäten i framför allt Sverige. Sedan något år tillbaka har vi en gemensam seminarieserie med Mälardalens högskola (snart universitet) och Örebro Universitet, och vi jobbar också på en nationell kurs kring Interprofessionellt lärande.

Ett annat sätt att samarbeta är genom de nätverk vi tillhör. SWEDNET är ett nationellt nätverk för pedagogiska utvecklare i Sverige. Varje år har nätverket en årskonferens som i februari 2022 anordnas av oss på Didacticum. Temat för 2022 års konferens är ”Öppenhet och samarbete” (Länk till mer info inkl anmälan). Ambitionen med arrangemanget är att ge förutsättningar för oss som jobbar med högskolepedagogiska frågor att lära av varandra. Vi vill med nytänkande till både form och innehåll inspirera pedagogiska utvecklare inom akademien att reflektera kring hur vi kan bidra till ökad delningskultur.

Oftast börjar samarbeten med individer som hittar varandra och trivs ihop och därför börjar samarbeta.

Förhoppningsvis kan vi under konferensen även diskutera samarbeten på fler nivåer, som samverkan med företag och andra myndigheter, liksom internationella och strategiska samarbeten.

Med förhoppning om många roliga och utvecklande samarbeten önskar vi på Didacticum er en god jul och ett gott nytt år!

Lucka 16: The square peg in a round hole

During university I got tired of the curriculum. I only recovered my interest when I joined a research group in Oncology and worked on a real research project. There we were allowed to design our own experiments, to fail and to reflect about our mistakes. We didn’t get bad grades for that. In fact, we felt trusted and important. We learned as students and taught our peers about other things we were good at.

During postgraduate years, the preferred course was taught in a “chaotic” lab where the teacher said: here you have all reagents, decide for yourself what is the most suitable for your experiment. Improvise and be creative!

The best pedagogic course was an international MOOC (Massive Online Open Course) where we learned from and during the interaction between each other in multidisciplinary and multicultural groups. At the end we produced a blog where we reflected on what we’ve learnt.

But I’ve never reflected on why I liked these experiences so much until now after passing the edx course “Leaders of Learning”. Here, Dr. Richard Elmore presents a frame that helps to organize different points of views about learning, leading, organizing and even designing different learning spaces. It was then he made me think about where did I learn best? Which learning environments did I enjoy the most? Who were my best teachers? Why?
In this video that we co-produced with Filip Levälahti from Arcada, I explain Elmore’s frames more in detail and in this picture produced for the ONL course 2021 we illustrated with examples the way different learners might think about their learning situation.

So, as teachers we are facing an heterogeneous group of students where some will learn best from a structured and teacher-centered approach (Hierarchical Individual), some will enjoy some structure but also group work and interaction with the community (Hierarchical Collective), some will appreciate more a self-pace course they found in the internet where they don’t need to pass an exam (Distributed Individual), some will bloom in personal learning networks (Distributed Collective) and some will go over boundaries in this frame.

Therefore, as a teacher I started to think about what kind of students I wanted to form and how would I do that? If my duty is to make sure the students reach all learning goals, how should I formulate such? Which learning goals and outcomes should I strive for? Should I allow the students to formulate their own learning goals in line with certain topics? What possible ingredients should I incorporate in my courses to engage and motivate the majority of my students?

Now, dissecting the elements that made my experiences so appealing I could identify some factors that resonate somehow in the way we intend to teach at LiU: real world-inspired problems, design, experimentation, allowance to fail and time for reflection, trust, group discussions, multicultural and interprofessional environments, teacher and students interchangeable roles… I am just missing more of improvisation, transdisciplinary projects, creation/production where the students leave the class with something they’ve accomplished and can use sort of more of skillshares or makerspaces.

After revising this model, I also started to think about my son who said to me that he learns more from the internet than in school. I remembered my friend who dropped out from school because “he was bored”, the one student that jumped from engineering to medicine and was taking philosophy courses on the side, the ones learning through Domestika, Coursera, Khan Academy or Edx and tailoring their own curriculum…Logan LaPlante being happy in finding something fulfilling to do for a living…All of these people might not fit in just one learning type, in just one frame and might not thrive in one prearranged educational path, not because they’re are failures but because there must be other opportunities for them to fit in. Maybe we can start designing learning experiences that also accommodate those students who learn best in the collective distributed frame?

If we play with the idea of the future being about active choices, a place where knowledge is everywhere, content is everywhere as well as the teacher, where we learn in networks and in a personalized way maybe we discover that we won’t need to feel like a square peg in a round hole anymore.