Human Dimensions Newsletter September 2016

Human Dymensions Newsletter September 2016

Welcome to this packed Newsletter with heaps of news, research and information on the work of Human Dymensions and The Social Psychology of Risk. If you got this second hand and find it helpful then subscribe here: admin@humandymensions.com

Social Sensemaking

It is great to announce the publication of Rob Sam’s book Social Sensemaking, A Reflective Journal; How We Make Sense in Risk. You can read my review of Rob’s first book here:http://www.safetyrisk.net/the-challenge-of-social-sensemaking-in-risk/

In celebration of this excellent book I am giving away 5 copies to the first 5 people who request a copy at admin@humandymensions.com Please ensure the subject of the email is ‘Social Sensemaking Offer’. (Please note: Generally give aways are snapped up within the first 30 minutes of the issue of the Newsletter.)

You can purchase the copy of Rob’s book here: http://dolphyn.com.au/news/books/

 

The Digital Delusion and Balance in Learning

There is a strange belief that if one goes online or does things digitally things are somehow ‘better’ or ‘improved’. Whilst it is good to be able to type this article on a keyboard and computer, there are trade-offs and by-products in going digital and they are not all good. There seems to be a naïve belief in risk and safety that everything is somehow better on an iPad or online but it is a trend we ought to take with caution.

I received a lovely gift of appreciation this week from a dear friend – it was a leather journal. Inside was a beautifully penned and personal note of appreciation and a creative poem that spoke volumes about gratitude, life, living and learning. The hand written poem in the front cover was also a gift, a personal dedication of time, reflection and a symbol of love. In our busyness such gifts are rare. The pic of the journal is attached and I will use it wisely.

Recent research demonstrates that the nature of writing with pen or pencil on paper is kinesthetically, intellectually and personally more rewarding than using a laptop. (http://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away) Drawing, colouring-in and sketching have not only been demonstrated as effective therapy for mental health but research shows that retention and creativity improves with a more kinesthetic approach to tackling conceptual issues. (https://www.theguardian.com/books/2015/jun/26/adult-colouring-in-books-anxiety-stress-mindfulness, http://www.abc.net.au/radionational/programs/booksandarts/why-are-australian-adults-drawn-to-colouring-in-books/6750808).

The by-products of shifting all things onto digital platform of course makes it much easier to undertake a ‘tick and flick’ approach to non-thinking, already a huge problem in risk and safety. The ubiquitous on-line induction and associated problems of anti-learning have also been discussed in our recent Risky Conversations video series (http://www.safetyrisk.net/learning-design-in-tackling-risk-and-safety-inductions/). A checklist on an iPad is still a checklist.

There are also a host of other anti-social by-products and trade-offs in taking everything online, as discussed by:
Turkle – Reclaiming Conversation, The Power of Talk in a Digital Age and, Alone Together, Why we expect more from technology and less from each other.
Carr – The Shallows, What the Internet is Doing to Our Brains
Kirkpatrick – The Facebook Effect
Jackson and Jamieson – un-Spun, Finding facts in a world of disinformation
Sunstein – Infotopia
Keen – Digital Virtigo
Van Dijck – The Culture of Connectivity, A Critical History of Social media

The idea that we are somehow more efficient and smarter for going digital must be set off against the fact that more and more people have less time to reflect, think and read. I often hear comments about getting the ‘cut down’ version or, just send me a ‘2 pager’. The trade-off for digital efficiency is time for reflection, discernment and wisdom.

Now, this discussion is not about being a Luddite. I am well aware of all the benefits and downsides of the digital philosophies of training. Unfortunately, the naïve belief in elearning (sic) as such is often unquestioned and supported religiously without question. Somehow all medicine is better because of the machine that goes ‘bing’! (https://www.youtube.com/watch?v=Qbnv6eHKjCQ).

The challenge ought to be to find a balance.

Does this mean that all things should go back to pen and paper? – of course not. But we need to realize that the more and more we go digital and online, the more we rob ourselves of time to contemplate, reflect and think as we undertake flick ‘quick’ emails and SMS, only later to regret our lack of thought and strategic thinking.  If we consider the importance of learning then we need to be more critical in our thinking about the trajectory of the medium we adopt. No medium of communication or learning is value neutral.

When it comes to philosophies of learning there are not much better than Ken Robinson, Parker J. Palmer and Guy Claxton. Robinson in particular is a world leader in the nature of the unconscious in learning and has recently released his latest bookCreative Schools, The Grassroots Revolution. I highly recommend his other works like The Element, How Finding Your Passion Changes Everthing and Out of Our Minds.

Similarly,  Claxton is an outstanding thinking in education and learning, try reading – Wise-Up, The Challenge of Life Long Learning and Hare Brain Tortoise Mind, How Intelligence Increases When you Think Less.

And also Parker J Palmer – To Know as We are Known, Education as a Spiritual Journey.  In particular I would recommend watching anything of Robinson on Youtube
https://www.youtube.com/watch?v=zDZFcDGpL4U
https://www.youtube.com/watch?v=kFMZrEABdw4
https://www.youtube.com/watch?v=I1A4OGiVK30

Somewhere and at some time we need to reflect about where our methods and language about the ‘digital revolution’ are talking us. Are we any better now in leadership, teamwork or collaboration because we are digital? How does a thousand friends on social media make one any more social? I recently withdrew from Linkedin because of its toxicity, perhaps one of the most unprofessional forms of social media in the online space. I now only maintain one online presence and that is a closed Facebook group where we have a forum for critical thinking and research in leadership and the social psychology of risk:https://www.facebook.com/groups/152071534818549/

The Certificate and Diploma courses (that are discussed later in this Newsletter) on offer are therefore an intentional balance of foundations in face-to-face learning before any online options are offered.

The Challenges of eLearning, Finding a Balance

The idea that eLearning of itself is a solution to the many costly challenges of education is one of the self-perpetuating myths of the eLearning sector. The research (Choi and Lee, 2011, A review of online course dropout research: implications for practice and future researchEducation Tech Research Dev (2011) 59:593–618 ) shows that dropout rates in eLearning are a significant problem. One may be able to overcome the challenges of time, place and some costs but the trade-off is borne out in poor relationships, isolation, comprehension-based learning and alienation of desire for future approaches to learning. There is a place for eLearning but it’s not the panacea that it is cracked up to be.

Choi and Lee (2011) found that there is much that is hidden in the ‘spin’ of eLearning advocates, evidenced in the cause of dropout rates in their research. The idea that eLearning challenges are just about problems with technology, adaptability, IT literacy, time management and self motivation  (https://elearningindustry.com/5-common-problems-faced-by-students-in-elearning-overcome) ignores the deeper issues associated with the anti-social facets of eLearning.

Ashhurst’s research (‘e-myths’: derailing the success of the ‘e’ in learning Training and Development in Australia Volume 30 Issue 6 Dec 2003) tackles many of the myths of eLearning head on. Again with a view to an holistic understanding of education Ashhurst challenges the myth that going digital in and of itself must be educative (Ashhurst’s paper can be accesed herehttp://www.nichethinking.net.au/Resources_files/e-myths.pdf). Indeed, the work of Ellul shows that the Archetype of Technique (The Technological Society downloadable here: https://ratical.org/ratville/AoS/TheTechnologicalSociety.pdf) anchors people to the myths of electronic as educative, what Ashhurst calls ‘e-myths’.

Humans are profoundly social learners, we learn best through relationships, social engagement and experience. No amount of eLearning can tap into the human need for real relationships and real social engagement in learning. Choi and Lee identified 70 factors that affect eLearning dropout rates (BTW much higher than face-to-face dropout rates) and many of these factors are tied to relational and social factors.

The ‘hidden curriculum’ of online inductions and eLearning is a subtle foundation that says – ‘we have no time or money’ to shake your hand and ‘meet’ you. This is especially the case if eLearning is used as the first point of contact. All the problems associated with social media are present in such a scenario. In online inductions and eLearning there is no opportunity to ‘read’ context, eye-ball someone, listen to underlying social-psychological issues and develop understanding through reciprocal engagement – neither is Skype a solution. Seeking technical methods for human solutions don’t mix easily.

If contact and relationships have been developed then eLearning can be quite helpful, and provides a platform so that communications cannot be misread or distorted due to a lack of relationship. It is impossible to build trust and understanding digitally.