Live to learn

As I was walking in to the university yesterday, a thought struck me. I asked myself the question, why do I work at the university? It certainly isn't because of the money. Firstly, I could earn a heck of a lot more in other industries. Secondly, I don't really need to work any more. I don't have a mortgage on the house now, and my children are grown up and independent (two of them have their own homes now). So why do I stay employed? The answer came clearly, as if from the skies above. I 'work' at the university because I love to learn, and going to the university, spending time with my colleagues and students, doing research and exploring all the many possibilities of my chosen subject of study, is incredibly rewarding. I realised that I don't go to university to 'work', but I'm very fortunate that I do get paid doing something I really love. I live to learn. And my university is the closest place to home I know where I am free to explore all the possibilities of that learning - to push the boundaries, try out new things, take risks and see how far I can go with learning new things.

This is also why (I realised, as I was walking to university) that whenever I launch a new student course, module or programme, I always try to agree a contract with my students. I tell them 'I know you want to learn from me, but I would also like to learn from you.' About that point I usually get some strange looks from some of them, but my students all 'get it' in the end. We make an agreement to learn from each other, because even the greatest minds on the planet don't know everything. The wisest minds on the planet are those who realise they actually know very little, and who seek out to try to discover and explore to fill some of the void. Have you ever stood at the edge of the ocean, or gazed up at the stars on a clear night, and felt so very, very small? That's the kind of awe we should feel when we consider learning.

Learning is lifelong and life-wide, but I didn't always know that. I believed the lie I was fed in school that learning stops when you leave formal education. It took me a while to discover that learning is actually only beginning when we leave school. Most people don't actually discover a passion for learning until they have entered a world of work. Tragically, many never discover a passion for learning at all. In a recent post I quoted Ashley Tan who said 'teachers teach, but educators reach'. For those of us who aspire to be educators, to reach beyond mere teaching, this has to be the line in the sand. Are we simply going to teach, or are we going to reach out to a lost generation of learners?

I know why I continue to work in education. Because I have fallen in love with learning. What about you?

Photo by Terry Robinson


Live to learn by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at steve-wheeler.blogspot.com.

10Q: David White

David White is Honourary Director General at the European Commission, and is a passionate believer in lifelong learning. Ahead of his keynote speech at this year’s EDEN conference, to be held in Porto, I asked him some questions about his life, his passions and what he believes about technology supported education. Here is the interview in ten questions...

SW: Please can you tell readers and EDEN delegates a little about yourself, your passions, your interests and perhaps one or two things you are not so keen on? 

DW: I am a husband, a father and a grandfather who grew up very happily in a relatively minor province on the outer margins of Europe and who has loved living and working in the multi-cultural environment at the heart of the EU.

Alfred Marshall described economics as the study of people in the general business of life. That is the sort of economics I like. I am not greatly impressed with mathematical models. But the general business of life lets me thrill to music and literature, be drawn to elegant engineering like steam engines and architecture, to the excitement of business, and the challenges of politics, to the history that helps us understand why the world is as it is and the political visions of how it might be. These are all reflections of the extraordinary riches and diversity of people interacting with one another.

We have the good fortune to live in a world that is full of beauty and of interest. The best fun is sharing our experience of them. When we talk about the things that are beautiful and about which we feel excited, they grow bigger.

The best education has something to do with sharing our excitement about the business of life.

SW: You have worked for a considerable part of your career in various roles within the European Commission. What important lessons have you learnt during this time? 

DW: Working for the European Commission has made me into a passionate European.

Two experiences show why.

First, when we were preparing for enlargement towards the central and eastern European countries, and while there were still many problems for the central and eastern Europeans countries as they tried to adapt to a radically new situation, I toured the capitals. In the course of these meetings, I met a lot of young officials. We had very different life experiences: I lived in a western economy with a privileged material standard, freedom to choose my own life pattern; they had been brought up in a totalitarian state with all sorts of constraints on their freedom, both material and other. Yet I found that we shared culture, approach and principles. Many of them I would gladly have welcomed into my staff team. Some of them later did join me and I was not disappointed! Europeans have so much in common: far more than we are generally ready to believe.

Second, in negotiations with third countries, I have been enormously impressed by our collective capacity for creativity. We are generally much better at finding creative ways through than others. The reason has something to do with confronting diversity. We may have much in common, but we also have different ways of seeing issues: and that is one of the keys to creativity. Often in Europe we find it difficult to implement our good ideas. We have to learn to do better at that.

I also learned a lot about people. Perhaps I would have learned that anywhere. But in the European Commission, we were working in a multi-cultural, multi-language environment. Not everyone likes that. People tell stories about national caricatures. You know the sort of thing: noisy Italians and silent Finns. Some of the caricatures are less complementary than that. At one level, these caricatures are often true. French people are keen on the vision: Brits are more pragmatic – or are they just muddled? Germans tend to be rather more structured than the Irish. But at another level, these caricatures are entirely false. Everyone is an individual, demanding to be treated with respect, to be listened to and to be understood. When you are prepared to make the effort to do that, you find that the caricatures fade and the riches of the individuals shines through. There are no good and bad nationalities: there are only people, who challenge you to relate to them. If you are prepared to rise to that challenge, it is amazing what you find. Europe is full of talented, attractive and creative people.

Europe has an immensely rich shared heritage. Alone, we are bit players in the world. Together, we have so much to contribute, so much to gain.

SW: According to your LinkedIn profile, your current role is Honorary Director General of the European Commission. What does this entail and how do you manage the role? 

DW: I am so impressed to find someone who reads LinkedIn profiles! It is a great job. They pay me nothing: and I do nothing for them in return. It is only a vanity title, like being an emeritus professor. But I cling to it, because it reminds me that I enjoyed a long and wonderful career in the European Commission, where I met great people and shared stacks of experience. And did a lot of work, some of which may even have been useful. The honour was entirely mine.

SW: You are currently a postgraduate student and researcher at KU Leuven. What are you studying at present, and how does this inform your role as HDG at the EU? 

DW: The Commission gave me a sabbatical year in Florence at the end of my career. Largely by accident, but to my enormous benefit, I spent time studying the hermeneutic philosophy of Paul Ricoeur. Ricoeur knows a lot about creativity and innovation. He helped me understand more about what I had been doing in the Commission. Ricoeur talks about the way that figurative language yields a surplus of information: about the way we use narrative to reconfigure the world; and about the way relationship changes us and the world.

Creativity and innovation have something to do with business and policy and politics. Even with education.

Retirement from the European Commission gave me space to do more. I combined what I learned from Ricoeur with the Commission’s slogans about life-long learning and it led me on rather naturally to studies in theology.

Theology probably does not spring to everyone’s mind as their dream of a relaxed retirement. But it is about life and its meaning, our place in the world, and our relationships. It holds a rich store of learning and understanding.

Have you ever asked yourself whether there might be some management lessons to be learned from the New Testament? Possibly not. But the man who founded Christianity had no university degree and never wrote a book: yet two thousand years on a third of the world claim to follow him. Do you know of any companies that can claim such longevity or successful market development? When it comes to using narrative to reconfigure human experience, or to using metaphor to help people grasp things that are otherwise beyond their experience, he is the master. And most people would agree that he was a people person.

Needless to say, my mind keeps harking back to my 36 years experience of European policy making. Has the one anything to say to the other?

SW: Your academic career is quite illustrious, with time spent studying at Queens University Belfast and the University of Manchester. What is your ethos on lifelong learning?

DW: Having been director for lifelong learning, you can imagine that I view myself with some interest: I am a sort of guinea pig for principles that I have advocated.

It is wonderful to study in a field of which I previously knew little. It can be challenging. Can you imagine learning koine Greek and having your homework corrected in blue pencil by a woman who is not half your age?... Or trying to register for exams using the university’s e-learning software?..

Above all it is FUN. I am among a very international set of students. They have different backgrounds and attitudes to mine, I have experience that younger students lack. So we have scope for exchange.

SW: Your forthcoming keynote presentation at the EDEN conference is keenly anticipated. What key messages will delegates take home from your speech? 

DW: I can only know about the messages I hope to deliver. What delegates take home is not entirely within my power to determine. Things that are good and true, I hope. And something that they had not thought of before.

SW: What impact do you think technology has had on lifelong learning across Europe in the last two decades? 

DW: I have lost count of the number of friends who have followed distance learning courses.

Yet neither I nor my teachers seem able to master the e-learning instruments that are available to us. We just about manage to use e-mail for document transfer.

Clearly new technology has had enormous influence. And it has a long way to go.

SW: In the age of digital media, distance education, mobile learning and open educational resources, what do you think the future will hold for traditional educational institutions? 

DW: Education is relational.

I have yet to meet anything in the humanities that quite matches the encounter between the gifted teacher and the interested student: the philosophy lecture in which the student experiences the professor’s thinking process; or the teacher whose theatrical performance captures the student with the excitement of understanding as it unfolds.

One of the dangers of our present structures is that they tend to undervalue the gifted teacher. Provided we can correct this, there will always be a role for the traditional teaching institution.

But there is so much scope for new approaches to add value. E-learning is much more than electronic document distribution. Language learning begs for interactive handbooks. It is gradually getting there. Like in any other marketplace, teaching institutions that stand still will lose out to those that are innovative.

SW: In your opinion, what are the most significant barriers or constraints to good learning in the 21st Century, and how might they be overcome? 

DW: Obstacles: motivation; guidance; cost; time.

How might they be overcome? Encouragement and affirmation. And investment in new teaching materials that are conceived for e-learning.

SW: What do you hope personally, and professionally to achieve over the next 5 years? 

DW: Professionally? Life has given me some experience of the European project and of the economics and public administration that go with it, as well as of business and education, theology and philosophy; and in working with people. What excites me is the interfaces between these fields. One of the issues that arises in the interfaces is our values. They figured large in public discussion of some aspects of the banking crisis. We confront them every time we deal with people. In our post-modern culture, the only values that we accept are those that we find for ourselves. Yet an economic or political space without values is scary. Maybe we can equip people to develop values of their own?

I am currently involved in a project to set up voluntary extra-curricular education around some of those interfaces, targeted on EU officials.

If it is to be voluntary, it has to be fun.
If people are going to give time to it, it must deliver learning outcomes that they regard as worthwhile.
If it is to be accessible to EU officials, who work long hours and travel, any live teaching must be backed up by e-learning. But it must remain relational.

Personally? To enjoy being a grandfather.  

Image source

10Q: David White by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

That'll teach him

My school career was patchy to say the least. My father was a Warrant Officer in the Royal Air Force, and I spent most of my formative years switching schools on a regular basis, which played havoc with my education. I went to 10 schools in total, starting in Gibraltar at St George's Primary School and finishing in Holland at the AFCENT International School. My school years were difficult for one important reason. There was no National Curriculum, which meant that every school taught essentially what they considered to be most important. Because I switched schools every year or so, I learnt some content 2 or 3 times, and I missed some content completely. Turns out that I learnt more about process than product during those turbulent years.

On reflection, I can now see exactly how teachers can either make or break a child's education. The old maxim 'Doctors save lives, teachers make lives' is true. I recall one teacher in particular who took me on and inspired me to learn new things. Mr Handel was one of the two primary teachers at Cherhill Primary School in Wiltshire, who stand out in my memory. He spent time with me helping me in the areas I was struggling with, and he really went the extra mile, to make sure I achieved to my full potential. The other teacher in the same school was a polar opposite. I once asked her a question about English grammar. She looked at me with contempt, told me I had asked a 'stupid question' and then made a big joke out of it. The whole class laughed at me, and I went bright red with embarrassment. I was only 8 years old, but I can still recall how it felt. It taught me a lesson. I never asked another question in class throughout the whole of my school life. I will refrain from naming that teacher.

Many teachers are excellent at what they do, and really care about the children in their care. I try to do the same, aspiring to be like Mr Handel, taking time to give my students individual attention if they are struggling in some difficult area. I try to instill some of these values in my student teachers too. But there are a very few teachers who can stifle creativity and discourage individualism - exactly the traits we need to draw out from our learners so that they can develop the skills to transfer into lifelong learning. Teachers can make all the difference, but sometimes it is time and pressure that militate against this. I look at my own children now as they negotiate their way through school and into work, and I sometimes cringe at some of the things they come home and tell me about their school experiences. It's as tough for them as it was for me. But school isn't the be all and end all and nothing is graven in stone.

My travelling took it's toll on my formative years, and I left school with few qualifications. I made a lot of friends, and had to keep making new ones, so I became very adept at interpersonal skills, but weak on content. All of my academic achievements have been made off my own bat, and all of them after the age of 30. The week I left school for the last time, my form tutor met with my parents. 'Steve is a great lad, and is very sociable' he told them, 'but I'm afraid he will never be an academic'.

Image source

That'll teach him by Steve Wheeler is licensed under a Creative Commons Attribution-Non-Commercial-Share Alike 3.0 International License.
Based on a work at steve-wheeler.blogspot.com.

Bringing e-learning to book

A new book arrived on my desk on Friday. I get a lot of them these days, mainly because I'm the book review editor for a journal called Interactive Learning Environments. A lot of freebies land on my desk and I then send them out to reviewers, who write their comments and then get to keep the book as 'payment'. But this one caught my eye, and I thought - I'm going to review this one myself! I'm glad I did.

It's by Chris Hill (he manages the JISC Regional Support Centre in the East Midlands), and is entitled 'Teaching with e-learning in the Lifelong Learning Sector'. It caught my eye, because it covers quite a number of issues and concerns that currently impact upon e-learning in further education. OK, It has JISC stamped all over it. But Hill does offer some useful little models and frameworks to help people understand what has, frankly, started to resemble the battle of the Somme. He expertly picks his way through the morass of ILT, ICT, IT and e-learning, and neatly skirts around the machine gun posts of Moodle and other VLEs. He even avoids the minefield that is social networking (I was disappointed with this, even Web 2.0 barely merits more than half a page) but then carelessly allows himself to be snagged on the barbed wire of learning styles and individual differences. Nearly a home run, but no cigar.

Hill lobs in a molotov cocktail of theories, models and frameworks towards the reader, and then waits for it to explode. There are many, many problems with 'learning styles', and I would not be as courageous as Chris Hill to venture into attempting to unpick them, especially not in the field of e-learning, I can tell you. Honey and Mumford's Learning Styles Inventory for example, has been *heavily* criticised by just about every self respecting psychologist (and his dog) for not only being overly prescriptive, and ignoring personal and group contexts, but also for demonstrating exactly .... zero internal reliability.... when tested. Bandler and Grinder's Neuro Linguistic Programming (NLP) theory is even more reviled, not least due to Richard Bandler, a cocaine addict who associated with gangsters, who was tried for the brutal murder of one of his girlfriends. NLP has been slated for lacking any scientific validation - and yet it is still sold as a personal development concept, (earning its inventors a never ending stream of money) and just like Honey and Mumford's theory, is swallowed whole by many FE and HE education lecturers.

Despite this dodgy little section in the book, which Hill tries gamefully to hold together, the remaining sections of the book, although in places simplistic, are useful and at times even insightful. There is also a dusting of humour which never goes amiss. The standard QTS/QTLS style Learning Matters format pervades throughout, with the obligatory Practical and Reflective Tasks and Teaching Tips. and there is a visual overview at the end of each chapter which, I suspect, most readers will ignore.

My verdict: Generally this book will be useful to all those who are embarking on a career of teaching in the 'Learning Skills Sector' (read Further Education), and I will be recommending it to all my students in this field. My advice: Drop the first two words of the title Chris: "e-Learning in the Lifelong Learning Sector" says it better.