Keep a lookout for the Troll

As the poet said,

“What is this life if full of care, we have no time to stop and stare?”

So rather than fill my blog spot this week with some worthy words about the psychology of motivation to learn, I’d like to share with you instead these words I wrote a few months ago following an amazing and inspirational journey. The experience had such a deep effect that I wrote it all down as soon as I could find desk space and a little time away from the daily grind. It’s a true and unvarnished account of a real experience. I did not originally write the words for publication but I hope that in sharing them you will see the important moral of the story.

It began as just another boring journey on an overcrowded train; but then I was drawn into an extraordinary voyage of discovery and delight. I can still hear that broad South Yorkshire accent; see that blonde head above the red football shirt bearing the legend Rooney and the number 9. Its owner gazed intently through the window, keeping up her monologue as the train clattered through Hertfordshire on its way to St Pancras.

Mother sat alongside and tried to focus on her Daily Mail.

“Aye, that’ll be Wembley”,

her offspring exclaimed to no-one in particular. One or two passengers looked up above their Blackberries and iPhones. It was indeed Wembley Stadium.  The man opposite in a Crombie coat checked his watch for the umpteenth time, as if to hasten the end of another dull and boring journey.

“Did you know”,

continued our mini-commentator,

”that’s where Wayne Rooney plays when ‘es playing for Hingland? Fink they builded it in Australia.”

Crombie Coat looked up for a brief moment and smiled patiently, then returned to his time-keeping.

“Don’t be so bloody daft,”

said Mum,

“Ow could they build Wembley Stadium in Australia? They must ‘ave used Aussie navvies. Brought ‘em over ‘ere. Don’t you get them feet on that f*ing seat. Mind that mester’s suit”

“They got kangroos in Australia,”

the little girl responded.

“Kangroos have a special place called a pouch where they feed their babies and keep ‘em warm and safe.”

She reached for her drink and sucked deeply on the straw.

“You can call ‘em marsupials”

she offered.

“Some folk say marsupials is the best mam’s in the ‘ol animal kingdom.”

Then she added thoughtfully,

‘Cept you Mam; you’re my best. We’re animals an all you know – mammals, same as whales and dolphins and that, us ‘umans. Omo sexuals, they call us an all. Scientists, that is”.

“Did them Australian navvies ‘ave to bring their own animals with them”,

the girl speculated.

“That’d be grand wouldn’t it – all them kangroos and bush babies and wannabies and stuff running all over while ‘t builders done their work. I’ll bet it’s too cold for kangroos. That’s why we don’t see ‘em ‘ere.”

She paused.

“Except in’t zoo. Do you fink kangroos can live in cold countries, Mam? What about zoos? ‘Ow do they keep em warm in zoos. Must have special ‘eaters.”

“I don’t know,”

responded her mother.

“Stop asking so many bleeding questions”.

She was thinking about kangaroos and zoos and marsupials. The rest of us were thinking about Oyster cards and black cabs. “Mam” lowered her paper.

“Get them shoes on yer feet; we’re gettin’ off soon”

“Somebody’s wrote on them walls. That’s what you call doin’ graffiti”

was the child’s response, as we passed though a North London decorated by unseen, unauthorised hands.

The train ran alongside the M1 where traffic was queuing up to the North Circular Road.

“Now why do they call it a motorway”

she exclaimed to her mother.

“When no bugger’s motrin’!”

It seemed a like a fair question.

“Know what I like?”

“No”,

sighed her mother,

“Go on, surprise us; tell me what you like.”

I waited keenly for the answer I thought her mother should already  know.

“Blue”,

she said,

“What I like is blue. They put loads of blue in that graffiti. Sky’s blue, and them lickle birds there.

She gestured with excitement towards a small family of woodland birds fluttering around a tree.

“I’ll ‘ave to just warn you Mam, that I might say summat and it sounds like swearin’.” It’s them birds you see, they got a bad name. Tits. I’m not proper swearin’ Mam, honest. That’s what you ‘ave to call ‘em – tits. That’s their name. You can ‘ave great tits and coal tits and them; them are blue tits. They got beautiful colours on em an’ all. I like blue, me. Just look at fevvers on ‘im. Boys ‘ave best fevvers in birds you know. That’s so’s they can attract the ladies and shag ‘em and then they can lay eggs”.

As an afterthought she added,

“Can’t see no nests in that tree. The eggs’ll be blue.”

We had passed the graffiti and passed the scene of the birds’ less-than romantic trysts.

The train rattled on.

“To Let,”

she called out, reading a sign.

“Danger. Do not enter”.

And then,

“What does it mean if you get prosticuted, mam?”

Mother coloured slightly and turned a deaf ear to the question. Fellow travellers took care not to make eye contact.

Was I the only other to have noticed the sign which read,

“Trespassers will be prosecuted”?

I felt a special bond with the tough little tyke in the window seat.

Swiftly the landscape changed from open fields to the backs of houses on the outskirts of town.

“Rats!”

she exclaimed.

“Yer never more’n 5 foot away from a rat in London”. There’ll be rats in them buildings, shouldn’t wonder. Let’s ‘ave a sken – see if ought else lives in them fact’ries.”

She raised herself in her seat to get a better view.

“Probably got a troll under here”,

she speculated to herself as we crossed a bridge.

She wasn’t being objectionable; it’s just that she was seeing things that others couldn’t see.

“I won’t tell you again.”

Mother hissed through clenched teeth,

“Keep your feet off that mester’s suit”.

I was the mester in question.

“You can forget about getting apples off them trees”

the girl announced, noticing a crop of sorry-looking sycamores alongside the track.

“Still, must be millions o’ birds and insects lives in there.”

Then she looked me full in the face and confided,

“One time, p’raps about ‘undred million years ago, all this were covered in trees. There were now’t else. Prob’ly ‘ad dinosaurs running about an’ all”

Before I had time to reply I was rescued by the train manager’s voice coming through the public address system.

“We are now approaching London, St Pancras. London St Pancras is our last station stop. Passengers are reminded to please take all your belongings!”

Uncertain of the most appropriate reply to the remark about dinosaurs, I was glad the moment had passed and so I smiled benevolently at the child instead. But by now she had turned her relentless attention upon some people who’d risen from a nearby table. They were assembling their laptops and bags and coats. Unabashed the girl addressed a woman in an expensive-looking tweed coat.

“Tha’s best tek them newspapers, Missus, or e’ll ‘ave a fit, that guard. Tek all yer belongings, same as ‘e said.”

The woman failed to respond to this sincerely helpful suggestion.

And then we’d arrived. For us it had been just another boring journey on the Midland mainline. For her it had been a voyage of wonderment and discovery.

“This is St Pancras where the train terminates”,

the train manager reaffirmed.

The girl turned to her mother.

“Do you know, they call their babies Joeys?”

Without waiting for a reply she continued,

“If I could jump as ‘igh as an ant, I could jump right over this whole station roof!”

On leaving the train, I gazed thoughtfully at the magnificent arching roof of St Pancras station. Looking down I could see mother and daughter ahead of me. There was the red football shirt with the number 9 and Rooney on the back. The blonde hair was rising and falling as the child skipped lightly through the station hall. I unholstered my iPad and flexed my fingers thinking maybe I’d make a note to check for blue and for nests and maybe for baby kangaroos the next time I passed those trees, those birds, those buildings. In my notes I typed the words,

“Next time look out for the troll”.

You’ve Either Got, or You Haven’t Got Style

I’ve always known I was a truly great writer. All I lacked was a little public recognition, maybe a Whitbread prize, or The Booker. So when my good pal Barry sent me the link, he knew I’d be unable to resist. Jane Austen? Charles Dickens? James Joyce? Which great writer would be revealed as my Muse? Whose style was closest to my own purple prose? Tremulous with excitement I typed into my browser http://iwl.me/ and so arrived at the website “I write like”.

“Check which writer you write like with this statistical analysis tool” it proclaimed. It went on to explain the science by which it would analyse my word choice and writing style and compare them with those of famous authors.

I revisited the text of an earlier blog I’d written, and copied and pasted it into the tool.

What joy! What kudos! What distinction! I discovered, as I must always have known, that my writing was in the style of Arthur Clarke. Not a bad result; I’d have been proud to have written Childhood’s End, and let’s face it, he must have made a shed-load of dosh from his most popular writing.

Inspired, I hummed to myself the opening bars of Richard Strauss’s tone poem “Also sprach Zarathrustra”, you know that dramatic sunrise music which made the movie 2001 A Space Odyssey as memorable as Clarke’s book. The rising C-G-C brought a fresh thought to my mind. Perhaps April’s blog had not been the very best example of my art. If I clipped a few paragraphs from my more recent work, perhaps I’d ascend to the pantheon of 20th Century writers. Julian Barnes? Rushdie? Kafka, Nabokov, Virginia Wolf? The answer came back H P Lovecraft. Now I’ve heard of HP sauce, and I use HP printers and only genuine consumables, but Mr Lovecraft had, until that moment, escaped my notice. It seems he was another writer of science fiction (that figured). Critics described his work as gothic and weird. He was an American. I was not sure I was terribly flattered to have been found to match his style of writing.

There was only one escape route from this challenge to my literary standing. I’d have to discredit the tool, and pretty damn quick. So I borrowed a few words from Emily Bronte. As the website instructed, just a few paragraphs should do. I was intrigued to learn that Miss Bronte almost perfectly mirrored the style of that great writer Chuck Palahniuk.

I’ll let you be the judge. Here are just a few words from chapter 8 of Wuthering Heights:

Poor soul! Till within a week of her death that gay heart never failed her; and her husband persisted doggedly, nay, furiously, in affirming her health improved every day. When Kenneth warned him that his medicines were useless at that stage of the malady, and he needn’t put him to further expense by attending her, he retorted, ‘I know you need not – she’s well – she does not want any more attendance from you! She never was in a consumption. It was a fever; and it is gone: her pulse is as slow as mine now, and her cheek as cool.’

And here is an extract from Mr Palahniuk’s masterpiece Choke:

It’s dark and starting to rain when I get to the church, and Nico’s waiting for somebody to unlock the side door, hugging herself in the cold. ‘Hold on to these for me,’ she says and hands me a warm fistful of silk. ‘Just for a couple hours,’ she says. ‘I don’t have any pockets.’ She’s wearing a jacket made of some fake orange suede with a bright orange fur collar. The skirt of her flower-print dress shows hanging out. No pantyhose. She climbs up the steps to the church door, her feet careful and turned sideways in black spike heels. What she hands me is warm and damp. It’s her panties. And she smiles.

Now maybe it’s due to the dullness of my critical faculties, but I’m finding it hard to see tne similarities between these two pieces of writing. And so to my point. Be careful of what you find on the Web. There are a number of tools, algorithms and formulae that claim to analyse style and classify it. Readability tests such as the Fog Index are an example. Treat them with suspicion, or at the very least with caution.

I often meet the argument that plain language talks down to people of high intellect such as lawyers, doctors and Chief Officers. My reply usually contains 9 words of one syllable, and 1 word of two syllables. These simple words convey a complexity of thought and a depth of emotional turmoil none can better. And the words are found in Shakespeare’s Hamlet, Act 3, Scene 1 Line 56. Now enter Hamlet….

Strategies for learning and performance support 4: exploration

In this, the fourth in a series of four posts, we manage the seemingly impossible – we both break the mould and then find we have come full circle. The former is true because exploration, the fourth strategy, is by far the most learner-centred and the only strategy that concentrates on ‘pull’ rather than ‘push’ (more on this in a minute). It also represents the closing of the circle, because as with exposition, the first strategy we looked at, the learning design is both simple and relatively unstructured, in stark contrast to instruction and guided discovery.

With the exploration strategy, each learner determines their own learning process, taking advantage of resources provided not only by teachers/trainers but also by peers. What they take out of this process is entirely individual and largely unpredictable. As such, exploration may seem a relatively informal strategy, but no less useful for that. In fact it’s probably the way that a great deal of learning takes place.

With exposition, instruction and even guided discovery, learning activities and resources are ’pushed’ at the learner by the teacher/trainer. With the exploration strategy, activities and resources are ‘pulled’ by the learner according to need. Exploration may play a small part in a formal course, perhaps a list of books or links which learners can choose to dip into if they wish; but it could just as easily constitute the central plank in the provision of, say, just-in-time performance support in the workplace.

There’s no reason why exploration should stop at content. The same principles could be applied to live events such as unconferences, where participants determine what is delivered and by whom. It could also apply in an asynchronous context, in which learners collaborate with peers using social networks, social bookmarking or blogging.

The role of the teacher/trainer is clearly very different to the three previous strategies. With exploration, the emphasis shifts ‘from courses to resources’, so what is needed is no longer a lecturer, instructor or facilitator, more a curator or librarian. What’s important here is to smooth the way for learners to find resources and to locate like-minded peers; that means providing repositories, search engines and all manner of social media tools.

Exploration is not a universal strategy by any means. Novices and dependent learners will struggle with so little structure and direction. Important top-down initiatives can not rely on such woolly and inconsistent outcomes. But there’s no doubt that the trend is towards more learner-centred approaches: more pull less push, more just-in-time than just-in-case, more flexibility and less structure. The key, as ever, is not in following the fashion, but knowing when the time is right to use each of these strategies appropriately.

SHAPE – invisible body language

It seems on the surface that body language has little relevance in a situation where your body is unseen, for example in an online meeting, regardless of whether or not you use video. However body control is very important. Your posture affects how you feel as well as how you sound. Here are some rules I follow:

Posture

Feet flat and supported
Body not twisted or stooping
Sit upright with a straight back
Do not cross ankles

Scanning

Scan for audience feedback around the clock face
Check for contact with an individual every 5 or 10 seconds
Never speak while looking at cards or notes
Read – Internalise – Speak

SHAPE = Slow + Hands + Audience + Posture + Eyes

Slow down - don’t rush, take the time to emphasise important content
Hands - keep your hands away from keyboard and mouse unless emphasising key points
Audience - keep your focus on them and their reaction to your presentation
Posture - Sit up straight or stand and don’t slouch or fidget
Eyes - forward, not down or backwards at the screen

Strategies for learning and performance support 3: guided discovery

So far in this mini-series of posts we have looked at two very teacher/trainer-centred strategies: firstly exposition, which is the straightforward delivery of information from the teacher/trainer/expert to the learner; and then instruction, a more deliberate process based on very specific learning objectives, which by necessity includes carefully structured interaction and assessment. The third strategy, guided discovery, which we examine today, has many similarities with instruction in that it is very much a structured and facilitated process, but follows a very different sequence of events.

While instruction moves from theory to practice, from the general to the specific, guided discovery starts with the specific and moves to the general. It is an inductive process – it leads the learner towards insights and generalisations, rather than providing them on a plate. Because this process is much less certain and predictable, guided discovery rarely has specific learning objectives - every learner will take out of the process something unique and personal. What they take out will depend not only on the insights they gain from the particular learning experience, but also to a great deal on their prior knowledge and previous life experience.

Guided discovery can take many forms – experiments in a laboratory, simulations, scenarios, case studies or teambuilding activities. In each case, the learner is presented, alone or in a group, with a task to accomplish. Having undertaken the task, the learner is encouraged to reflect on the experience – what went well, what less well; how could the successes be repeated and the failures avoided? The conclusions can be taken forward to further exercises and then hopefully applied to real-world tasks.

In fact, guided discovery could be based on real-world tasks to begin with: coaching, for example, encourages the individual to reflect and learn from real-life task experience, as he or she pursues a clearly-articulated learning goal; action learning involves a group of peers working together to resolve real work problems.

Less confident, dependent learners should be comfortable with guided discovery, as long as the process is carefully structured and facilitated, and does not leave them floundering. What is more important is that the learner should have enough knowledge and experience of the subject matter or situations underlying the learning activity that they can make a reasonable attempt at it – you can’t build on prior knowledge if you don’t have any.

Guided discovery works best when the topic is less black and white, when you require more than a superficial commitment to a set of ideas. When poorly designed and facilitated, discovery learning will seem pointless, perhaps even manipulative. Well managed and the result could be much deeper learning: as Carl Rogers once warned us, “Nothing that can be taught is worth learning.”