Caffarella and Daffron (2013) describe several formal and informal techniques for needs assessment. Which ones seem most useful to you and why? Would Abramson’s ideas on negotiation in needs assessment be required in your context?

I have my favourite techniques for needs assessment while developing a course and during the course. I have used all ten examples listed by Caffarella and Daffron (2013)at one time or another. However, I think Caffarella and Daffron (2013, p. 13) say it best when they state, “No one technique for generating ideas and needs for programs is better than another. Each technique has its strengths and weaknesses, depending on the context and the data required.”

While designing the Bylaw Enforcement level I and II courses, the most valuable techniques were:

Questionnaire: I completed a questionnaire and sent it to as many bylaw officers I knew while requesting their input and opinions on what a new bylaw officer course should contain.

Interviews: I had a telephone or personal interview with bylaw supervisors, bylaw officers, past learners, and employers, garnering their opinions on what makes a great course. It was clear, the idea of a new course was worthwhile and important.

Group sessions: Coffee with small groups of bylaw and police officers for brainstorming sessions.

Documents: I attended the Justice Institute, completed the bylaw one and two courses, and possessed documents and content. The research was conducted in databases, websites, etc.

Performance and Product Review: I was aware of the Justice Institute bylaw course’s poor ratings and reputation before designing it. I reviewed similar courses and programs, including government regulations and legislated procedures.

Abramson’s (2018) paper on negotiating techniques for civil trial interviews was fascinating and mirrored much of what occurs during police interviews and trials. I have chosen his article for my assignment 2, response paper. His ideas on negotiation in my needs assessment apply only to his final pieces of advice. It is usually a good practice to be nice, respectful, a good listener, and cooperative; share information of interest; be ethical and tell the truth.

References

Abramson, H. (2019). Fashioning an effective negotiation style: Choosing between good practices, tactics, and tricks. Harvard Negotiation Law Review, 23, 319–344. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=133230476

What do Wilson and Cervero (2010) mean by “working the planning table”? What ethical responsibilities do planners have in seeing that all interests are considered? To what extent is democracy possible in the planning process?

Wilson and Cervero (2010) are aware that program planners have a responsibility to put together an advisory committee to accurately depict what is required in programming for serving the adults in the organization and give advice throughout the planning process. Wilson and Cervero (2010, p. 80-83) use the metaphor of a planning table for this advisory committee and refer to the process as “working the planning table.” They give four reasons why it is essential to form these groups on the planning table: 1) to determine the programs purpose, content, audience, and format; 2) make judgements on features of an educational organization; 3) bring attention to the social and political character of educational planning; and 4) connect technical, political, and ethical domains of planning.

The ethical responsibilities of program planners are made clear by Caffarella and Daffron (2013, p. 40), stating, “using an ethical approach in making decisions about education and training programs for adults should be of concern to all parties involved in the process of planning such programs. Apps (1991, p. 113) agrees by stating, “to overlook ethical concerns is a blatant disregard for the value of human beings.” The challenge is who has the power and which interests will they represent in the planning process? Whose interests get to the planning table, and how will those interests shape the program? The planner has to negotiate who sits at the planning table and whose interests bring to the planning table to produce the program. These are the fundamental ethical questions.

A democratic ethos has long been central to planning, thinking, and activity involving the learners (Wilson and Cervero (2010). Everyone has experiences with promoting shared decision-making. This democracy is shared at the planning table to capture the social, political, ethical, and organizational dimensions of planning practice. The intention is to put real people at real planning tables in real organizational settings (Wilson and Cervero, 2010). This democracy is at the root of the planner’s primary activity: negotiating and agreeing about what to do. There must be ethical and democratic principles at the planning table. The final argument is that democratic principles should be observed and involve everyone who can make decisions, which is the ethical stance that should guide planning.

From experience and on a personal note on planning tables, cliches are used repeatedly because they are usually accurate. How about “too many cooks spoil the broth.”

References

Apps, J. W. (1991). Mastering the teaching of adults. Krieger.

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (3rd ed.). Jossey Bass.

Wilson, A. L., & Cervero, R. M. (2010). Democracy and program planning. New Directions for Adult and Continuing Education, no. 128(2010), 81–89. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=55677133

Wilson, A. L., & Cervero, S. R. (1996). Who sits at the planning table. Adult Learning, 8(2), 20.

https://doi.org/10.1177/104515959600800210

Post a description highlighting how you attended to the contextual factors impacting your program (as you prepare this response, you may find Exercises 4.1, 4.2 and 4.3 on pp. 102-105 of the text helpful and the readers this week.

Background: While stationed in the RCMP in Surrey, I was an active participant and officer in charge of the police bike squad in the District of Newton. When I retired from the RCMP and was hired by the City of Kelowna, I thought it would be fun to have a bike squad in Kelowna bylaws, so I created the Bylaw Services Bike Patrol.

Planning table: It was small and consisted of the city manager, bylaw manager, human resource manager, ten bylaw officers, and me. Due to my previous experience, I presented at the planning table information about the planning context, including a program outline, newspaper articles, personal reviews, and the police program results in Surrey.

People Issues: There were no fundamental differences in values or beliefs of the various people involved. All were in favour of the program. I was lucky because of my view as I am volunteering to design this program. I had an all-or-nothing attitude and would put up with minimal negotiation. The planning table accepted it all.

Reflection on new directions: A team of bylaw officers riding bicycles was a new concept to Kelowna but not unique to cities’ law enforcement needs across the country. Bike programs had been proven very effective for many years.

Structural factors: The bike squad complied with the cities mission, goals, and objectives; satisfied the administration hierarchy; had clear written operating policies and procedures; had formal organizational authority consisting of supervisor and teams; information systems including communication with the RCMP dispatcher and regular police officers; financial resources including a moderate budget; and physical facilities to store and maintain the bikes.

Political factors: I had no pushback from management, unions, the general public, or the RCMP.  All stakeholders were very supportive of the project.  Only one meeting was required to start the program. The goal of the program was for the common good of the community and the city.

Economic conditions: The city was doing well financially at the time, and it was a pre-2008 downturn in the economy. Budgeting and financing were not an issue because the initial costs were reasonable due to not requesting top-of-the-line equipment, uniforms, or training.

Power: No one during this program was playing the power game. I was not looking for a promotion or increase in salary, and it did not affect management whether the program went forward or not. My program was submitted to management and accepted – no argument on setting program agendas, debating determining populations to be served, and no discussion on allocating types and amounts of resources.

Stakeholders: City of Kelowna (program sponsor), Cyclepath (supplier of uniform and equipment), Can-Bike (National accredited and approved bicycling safety course coordinated through Cycling Canada), BrainTrust Canada (supplied free bike helmets to less advantaged in the community).

Conclusion: I may have failed to consider all the facets (human, organizational, environmental) for planning context, but I considered most of them. I am an all-or-nothing kind of guy which can work for me or against me, depending on the situation. Oh well, it worked in this example.

The Kelowna bylaw bike program continues today.

References

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (3rd ed.). Jossey Bass.

Reflect on the nine assumptions on which the interactive model of program planning is grounded (Chapter 2). In “Local practice, local orientation: Grassroots programme planning”, John Egan (2005) offers a critique of program planning models from a community –based perspective. Elaborate on the similarities and differences between the Grassroots’ Model described by Egan and Caffarella and Daffron’s (2013) Interactive approach to program planning.

            In the article, Local practice, local orientation: Grassroots programme planning, one of John Egan’s (2005) students took exception to a discussion about how program objectives are determined. The student was critical of the presumptions about where, how, and by whom objectives were set in program planning. She felt her experiences as a grassroots activist were absent from the literature discussed. Egan’s student described herself as a grassroots activist and a program planner in social justice work.

            Egan describes a grassroots model as a program planning model based on a posteriori understanding of what grassroots program planners do. It puts equal value on the instrumental, contextual and ethical dimensions of grassroots program planning. Five components of the grassroots model are included: (1) coalescence; (2) strategizing; (3) action for change (internal or external); (4) lessons learned; and (5) continuation or cessation.

            The similarities between the grassroots model described by Egan (2005) and the interactive model of program planning for adults are:

– there are specific components of grassroots and interactive

– there are specific approaches (radical and pragmatic) to program planning

– both models can offer perspectives on program planning models which can embrace the work of activists.

– the grassroots model’s five components (coalescence, strategizing, action for change, lessons learned, and continuation or cessation) fit into one or more of the interactive model components.

            The differences between the grassroots model described by Egan (2005) and the interactive model of program planning for adults are:

– there are five components in grassroots compared to 11 components in interactive

– there are two approaches (radical and pragmatic) to grassroots than three approaches (conventional, practical, and radical) to interactive program planning. Radical focuses on social activism, and it can often be complex, iterative, vague, untidy, intense and a non-linear process.

– the interactive model considers the planning context and ethics in the planning process.

– the grassroots model has an assumption that program planning is an activity occurring or originating exclusively in formalized institutions, organizations or groups.

– Bias in interactive planning includes assumptions about the planner, learners, educators, and definition of a genuine program.

            Egan (2005) identified grassroots program planning as legitimate and necessary, and underrepresented. I was surprised at Egan’s comments identifying hierarchical power dynamics, unwillingness for established programs to migrate to more formalized structures and keeping the work outside of mainstreams purview. However, I was pleased to read Egan (2005) say, “Grassroots activism is rooted in the principle of action; grassroots programmes are oriented towards creating local, substantive change as quickly and straightforwardly as possible.”

            (Caffarella, 2009) embraces the fact that these kinds of community or societal level changes can take many years. Therefore, they must focus on program capacity building and sustainability, developed in partnerships with local leadership.

            It seems clear to me the interactive model of program planning can satisfy both the activists and someone like me who wants nothing more than to use the conventional and traditional approach to program planning.

References

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (3rd ed.). Jossey Bass.

Egan, J. P. (2005). Local practice, local orientation: Grassroots programme planning. Convergence, 38(1), 41–49. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=27761029

Describe any previous experience you have had with planning programs. You can use exercises 1.2 and 1.3 on pp. 24-26 of your text to help you to reflect on your experience. Then tell us what you hope to learn or be able to take away from this course.

            I have enjoyed planning education programs throughout my law enforcement career, whether informal teaching a co-worker a new skill or formal teaching a law enforcement course.  All instruction has been face to face. I have neither designed nor taught an online course. In my education and training programs, my approach has and probably will continue to be mostly in the realm of conventional or traditional followed by pragmatic or practical, then radical. I feel comfortable with a stepwise progression where I move logically through the planning process.

            My liberal learners receive a well-rounded education in my classes because the information I present is organized, discreet, and content-specific. My behavioural learners emphasize the external environment while taking an active role in learning. My progressive learners receive practical knowledge and problem-solving skills. My radical learners receive knowledge of the current local and world social and political views. My humanistic learners are taught to assume responsibility for their learning and that it is lifelong.

I believe in the power of questioning strategies to provoke critical thinking. There is power in asking ‘why.’ I have fun when I teach. By facilitating a teaching environment that is welcoming, nurturing, and respectful, I inspire enthusiasm for learning new and innovative knowledge. My learners can take that knowledge and immediately use it in real-life situations

            I treat every learner with respect, and it is in my best interest to treat everyone equally. Giving and receiving respect is particularly crucial with my adult learners, who range in age from 18-65 and come from a broad demographic and educational level.

            Most learning occurs through social interaction, and I structure the class so that learners productively collaborate and cooperate. These concepts transform the classroom into a forum for discussion, exchanging ideas, and debate rather than passive listening.

            I hope to learn how to develop and plan, in my case professionally, a College course that may or may not be placed online. I would like to take away the knowledge to put together this “puzzle” of course planning to design a course I will instruct at Okanagan College in Kelowna.

References

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (3rd ed.). Jossey Bass.

Apply the “what, so what, and what next” framework: 

• What are the major points of the readings this week?
• Why are these readings important? 
• What will you do with your new knowledge about global learning?

The readings this week discuss the global learning environment. After reading the assigned articles and video, I could not believe global learning could be that difficult to understand or interpret. Why are the academic journals and the video making global learning out to be so difficult to understand? Why are there books and entire university courses on the subject?

The complexity was removed from the equation when I viewed the YouTube video:

https://www.youtube.com/watch?v=NbzFcmVEeiw The story is about a twenty-year-old student who has never had a foreign friend and never travelled from her home. Enjoy.

What? For the more academic answer, global learning is about facilitating educational experiences that allow learners to appreciate diverse perspectives, understand the connections to the world and communicate and collaborate across cultures and countries. Learners develop a strong self-evaluation, open to a wide range of ideas and concepts, and distinguish bias from the truth. The learner can draw on knowledge from sources outside their country and interpret it without country or regional bias.

Education for global competence can promote cultural awareness, respectful interactions in increasingly diverse societies, and boost employability. Employers increasingly seek to attract learners who quickly adapt and apply and transfer their skills and knowledge to new contexts. Work readiness in an interconnected world requires young people to understand the complex dynamics of globalization, be open to people from different cultural backgrounds, build trust in diverse teams and demonstrate respect for others (British Council, 2013).

This allows learners to take purposeful action to improve their own lives and positively influence the world around them. It is an effective way to support learners’ holistic academic, social, and emotional development. It helps learners understand today’s world’s realities and processes and develop values, attitudes, knowledge, and skills that will enable them to face the challenges of an interconnected world.

So what? Twenty-first-century students live in an interconnected, diverse and rapidly changing world. Emerging economic, digital, cultural, demographic and environmental forces shape young people’s lives worldwide and increase their intercultural encounters daily. This complex environment presents an opportunity and a challenge. Young people today must learn to participate in a more interconnected world and appreciate and benefit from cultural differences. Developing a global and intercultural outlook is a process – a lifelong process – that education can shape (Barrett et al., 2014; Boix Mansilla and Jackson, 2011; Deardorff, 2009; UNESCO, 2013, 2014a, 2016).

What next? For learners to be prepared to live responsible, productive, and creative lives, educators can provide learners with opportunities for global learning and engaging learners with current issues of global citizenship (Hovland, 2006). Global issues and perspectives can easily be integrated as a lens for teaching all content areas. Global learning can lead to holistic learner outcomes that lead to academic success and overall well-being. Examples include learner engagement, career readiness, social-emotional learning, and learner empowerment. To be globally competent, learners will need critical thinking, intercultural literacy, digital literacy, and cooperation. They will need to know how to work together on shared projects, use technology as a tool for learning, and see themselves as agents for innovation and sustainability.

Schools play a crucial role in helping young people to develop global competence. They can provide opportunities for young people to critically examine global developments that are significant to both the world at large and their own lives. They can teach students how to critically, effectively and responsibly use digital information and social media platforms. Schools can encourage intercultural sensitivity and respect by allowing students to engage in experiences that foster an appreciation for diverse peoples, languages and cultures (Bennett, 1993; Sinicrope, Norris and Watanabe, 2007). Schools are also uniquely positioned to enhance young people’s ability to understand their place in the community and the world and improve their ability to make judgements and take action (Hanvey, 1975).

Promoting global learning in my classroom or online will be a fun and knowledgeable experience. I look forward to the experience of developing my learners to be informed, reflective, empathetic, and ethical in a more global pedagogical learning context.

Laurie

Barrett, M., M. Byram, I. Lázár, P. Mompoint-Gaillard and S. Philippou (2014). Developing Intercultural Competence through Education, Council of Europe Publishing.

Bennett, M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity in M. Paige (ed.), Education for the intercultural experience, Intercultural Press, pp. 21-71.

Boix Mansilla, V. and A. Jackson (2011). Educating for global competence: Preparing our youth to engage the world. Council of Chief State School Officers. https://asiasociety.org/files/book-globalcompetence.pdf

British Council (2013). Culture at work: The value of intercultural skills in the workplace. British Council, United Kingdom. https://www.britishcouncil.org/sites/default/files/culture-at-work-report-v2.pdf

Deardorff, D. K. (2009). Implementing intercultural competence assessment. Handbook of Intercultural Competence, D. K. Deardorff (ed.), Sage, pp. 477-491.

Hanvey, R. G. (1975). An attainable global perspective. Center for War/ Peace Studies. ERIC.

Hovland, K. (2006). Shared futures: Global learning and liberal education. Association of American Colleges & Universities. https://www.monroecc.edu/ArchAnnou.nsf/Attachments/DF7813AC732E325305257DD6006EF41A/$FILE/Global%20Learning.pdf

Sinicrope, C., J. M. Norris and Y. Watanabe (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice. Technical report for the Foreign Language Program Evaluation Project, Honolulu, HI.

https://www.researchgate.net/publication/237592016_UNDERSTANDING_AND_ASSESSING_INTERCULTURAL_COMPETENCE_A_SUMMARY_OF_THEORY_RESEARCH_AND_PRACTICE_TECHNICAL_REPORT_FOR_THE_FOREIGN_LANGUAGE_PROGRAM_EVALUATION_PROJECT

UNESCO (2013). Intercultural Competences: Conceptual and Operational Framework, UNESCO, Paris. https://unesdoc.unesco.org/ark:/48223/pf0000219768

SIM Global Learning. (2016, Nov 30). Global learning: Starts with you. [Video]. Youtube. https://www.youtube.com/watch?v=NbzFcmVEeiw

Sandlin et al. (2017) identify three critical issues with public pedagogies: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of “pedagogy.” Critically discuss one of these issues from the learner’s perspective.

I apologize for weighing in on this discussion topic late, but Sandlin et al. (2017) hit a nerve with me, and I feel compelled to reply.  She cites the example of an “artistic interruption” by Finish artist Pilvi Takala whose work is described as “interventions of everyday life.” 

Takala dressed up as the real Walt Disney Snow White and tried to enter Disneyland Paris. Takala was not allowed to enter and was escorted from the property. I am looking at this example from a learner’s perspective, but my law enforcement hairs on the back of my neck are sticking straight up. Takala arrived at Disneyland before the gates opened, stood in the front of the line, and relishing the attention as many young girls, also dressed as Snow White, asked for Takala’s autograph and photograph. Takala knew what the result of the day would be. I am sure she completed her homework long before performing this “artistic” activity. It is true, the security does not know what Takala would do once inside the facility, but you could be guaranteed other people over the years have dressed up and identified themselves as Disney figures, and serious security issues resulted. Takala was profiled and removed from “private property” where the “public” are invited to attend by the owner (Disney).

Sandlin et al. (2017) said Takala “exposes to view and illuminates the invisible structures that frame our lives, which can occur in private and public space.”. Disney does not blur the demarcations between private and public spaces. I am sure they would not appreciate people in new ways of being and behaving in spaces they inhabit, as Takala suggested.

Takala was critical of Disney’s extreme discipline, control over visitors and theme park experiences, control of the Disney brand, and visitor experience standardization. But would, out of common sense and responsibility, the security ask some pretty basic questions. Who is this woman who is impersonating Snow White? Does she have a severe mental illness? Why is she dressed to mimic the real Snow White perfectly? What is she going to do once inside the park? How is she going to act? Where did Takala think she was going?

Takala referred to her work as performing public acts in a private space. Why does Takala and Savage (2010) find it difficult to tease out the differences between corporate and public space? Disneyland “is” a form of pedagogy where it teaches the public what they can and cannot do while it teaches them how to have an amazing learning experience and watching dreams come true at the happiest place on earth.

References

Sandlin, J. A., Wright, R. R., & Clark, C. (2013). Reexamining Theories of Adult Learning and Adult Development Through the Lenses of Public Pedagogy. Adult Education Quarterly, 63(1), 3–23. https://doi.org/10.1177/0741713611415836

Savage, G. (2010). Problematizing’ public pedagogy’ in educational research. In J. A. Sandlin, B. D. Schultz, & J. Burdick (Eds.), Handbook of public pedagogy (pp. 103–115). Routledge.

Reflect on what learning occurs in daily life. Consider informal and non-formal ways of learning in your family, community, and social groups. Also, consider our current popular culture of “fake news,” reality shows, “stars” (and multi-millionaires) that are created by our society simply for their ability to use social media effectively (e.g., YouTube, Pinterest, Instagram). What are the ways by which you learn from these contexts? What are the inherent challenges and opportunities? You can use both text and non-text means to present your discussion.

Learning occurs from the time I wake up in the morning to the time I go to bed. Because of this course, I reflect at the end of most days on what I have learned, and the results are surprisingly enjoyable.

All education is learning, but not all learning is education. Formal learning takes place in an educational institution. Non-formal learning takes place outside of schools and changes depending on the individual. It is primarily self-directed. Informal learning occurs in everyday life and is not planned. As a metaphor, the tip of the iceberg is the conscious, formal learning, then comes the non-formal learning, but under the water, there is a much larger part of informal learning.

 Just as educators can get more skillful at increasing learner learning in school, parents can improve their skills at fostering learning out of school.  I already knew the basics, like reading to your kids, assuring homework gets done and providing resources and opportunities to cultivate talents and interests.  I developed new skills and used them while doing all the regular activities of raising kids while keeping them fed, clean, clothed, and safe.  When my children were going to public school, playing with friends in the community, or attending social groups, they were learning a lot, without being taught, outside their formal instruction. Phrases like, “I don’t know where he got that from, he just knows it,” or even “Where did she learn that word?” were common in my household.

Like the lower portion of the iceberg that sunk the Titanic, I had challenges teaching my children good values when my children were growing up. The Hanna Montana tv show from Disney 2006-2011 with star Miley Cyrus was my daughter’s favourite. Imitation singing in the house, dolls, clothes, all a multi-million-dollar marketing scheme by Disney. But not like the Titanic, as stated by Christopher Columbus, “following the light of the sun, we left the Old World.”

Eduard Lindeman, whom many identify as the father of adult education, describes learning as “seeking meaning in experience” (Taylor, Marienau, & Fiddler, 2000, p. 10). I choose meaning in experience and just as many experiences as I can get in life.

References

Taylor, K, Marienau, C., & Fiddler, M. (2000). Developing adult learners: Strategies for teachers and trainers. Jossey-Bass.

Look for an opportunity to integrate experiential learning either into your practice as an educator or your own experience as a graduate student in this program. Describe the context and connect this lesson to the learning theories and theories of context we have been studying in the course.

David Kolb is best known for his work on the experiential learning theory and published this model in 1984. The experiential learning theory works in four stages—concrete learning is when a learner gets a new experience or interprets an experience in a new way. The reflective observation comes next, where the learner reflects on their experience personally. They use the lens of their experience and understanding to reflect on what this experience means. Abstract conceptualization happens as the learner forms new ideas or adjusts their thinking based on their experience and reflection. Active experimentation is where the learner applies the new ideas to the world around them to see any modifications to be made. This process can happen over a short period or an extended period.

Many of the courses I taught and the course I am designing involve experiential learning, flexible learning, service learning, community service, community engagement or outdoor education. During these classes, I consider myself more of a facilitator when designing experiential learning activities.

I present challenges or problems, and learners (with guidance) develop ways of solving the issues. I observe and guide learning as it is actively taking place. Issues and misunderstandings can be addressed immediately as part of the learning process, rather than corrected at a later stage after the project has been completed, making it a far more active problem-solving process.

My examples include field trips (provincial courthouse, local police), outdoors (traffic direction and control), group work (investigating, interviewing), open-ended discussion activities (case studies) and active and open-ended questioning guidance (ethics, professionalism). Research has proven that learners of all ages learn better during initiatives that involve applying concepts in practice to solve real-world problems, actively make decisions, and then reflect on the outcomes or consequences of their learning actions and decisions.

Experience may be an excellent place to start for adult education, but it can still be problematic. The challenge as an adult educator is to draw from learners’ experiences that allow for development and growth individually and socially. Learners have to use socially learned knowledge but, at the same time, not be limited by their experiences (Spencer & Lange, 2014).

References

Spencer, B. & Lange, E. (2014). The purposes of adult education – An introduction. Thompson Educational Publishing.

How does the role of space/place affect a learner’s ability to dialogue with oneself? How does the role or dynamic of reflection shift among different types of spaces or places? How does the role of the people in a particular space/place shape the apprehension of a particular environment – for example, being in a crowded library versus an empty one?

           In classical Roman religion and the ancient world, the word genius was not used about individual people. Still, it was used about places, almost always with the word loci meaning the spirit of a place. That intuitively means we all have favourite places in the world: seashore, beach, creek, my living room floor. I silently dialogue with myself, laying on the living room floor, stereo tuned to meditative music, yoga mat spread out and slowly stretching. My genius is my connection to meaning just for myself.

           Change my dynamic of reflection to other moments when I have felt fully alive—careening down a 60-degree rollercoaster at the Calgary Stampede. Sights, sounds, smells stopped me in my tracks when learning was visceral. Asking the question, “What the hell am I doing on this crazy ride?” Other people shaped my environment by adding to the energy and excitement. I observed people laugh, cry, yell for joy, yell for a saviour, and thanked the almighty the ride was over, and they survived the experience.

           In contrast, I returned to Calgary in Summer 2019 and visited the neighbourhood I grew up. While alone, I drove and walked the familiar and unfamiliar feeling both delighted and disconcerted. The place of learning is where we are from and where we are going, where it can be old and new at the same time.

           I dialogue with myself all the time. My inside voice is called “Hal,” who is the Heuristically Programmed Algorithmic Computer appearing in the 1968 film 2001: A Space Odyssey. Hal controls the systems of the spacecraft and interacts with the astronaut crew. Hal has been with me for many years and visits me from time to time when I invite him to see me in my “place.”  

           “Place is central to human development; it is how we comprehend the world; it asks for our attention and care. If we pay attention, place has much to teach us.” (VanderArk, Liebtag, & McClennen, 2020, p. xii).

References

Genius loci (2020, December 21). In Wikipedia. https://en.wikipedia.org/wiki/Genius_loci

HAL 9000 (2021, January 29). In Wikipedia. https://en.wikipedia.org/wiki/HAL_9000#:~:text=First%20appearing%20in%20the%201968,with%20the%20ship’s%20astronaut%20crew.

Vander Ark, T., Liebtag, E. & McClennen, N. (2020).  The power of place: Authentic learning through place-based education. ASCD.