Fig. 1. Kolb’s ‘Experiential Learning Cycle’ reversioned.

I did something …

This is my take on Kolb’s ‘Experiential Learning Cycle’ which I will use to explore what I ‘did’. I ran a creative problem solving workshop. The motivation for attendees was to pick up some creative problem solving techniques, to solve a problem we had with using social media and to do some team building. The objective for me was to crack this problem and to introduce a more creative and collaborative approach to problem solving.

Fig. 2. Coach to Olympians running a workshop - part class, part ‘pool side’

I couldn’t help but draw on experience as a Club Swimming Coach planning programmes of swimming for a squad swimmers and as the ‘workforce development’ running training programmes for our club’s teachers and coaches. Planning and preparation when you are putting athletes in the pool several times a week over months is vital. On a smaller scale this workshop required a schedule, to the minute, with some contingency, allowing you to build in flexibility for both content and timings.

Fig. 3. Planned to the minute - my creative problem solving workshop

The plan was for five to six creative problem solving techniques to be used, top and tailed by, using terms from swimming, a ‘warm up’ and a ‘warm down’. The modus operandi of the Residential School had been to introduce, experience and play with as many creative problem solving techniques as possible.

Fig. 4. As a prop, food and aid memoir a bunch of bananas has multiple uses

‘Bunch of Bananas’ is a creative problem solving technique that suggests that you include in the group a ‘plant’ - a person over whom other’s will slip, like the proverbial banana. My take on this was to introduce two outsiders - a Russian academic who would bring a different take on things and the a mathematician and senior programmer.

Fig. 5. ‘Mother-in-law, Samurai, Tiger’ is a great warm up.

We did a warm up called  ‘Mother-in-law, Samurai, Tiger’. This is the team equivalent of ‘Paper, Scissors, Stone’ where two teams face each other and on the count of three, having agreed what their response would as a team, they either 'Tut-tut’ and wag their finger like a mother-in-law, 'growl' and get their claws out like a Tiger, or shout 'ha!' while posing like a Samurai warrior brandishing his sword. This is the ‘warm down’ to stick with the swimming coaching metaphor was to have participants get into the ‘streamlined’ position that swimmers adopt - essentially a stretching exercise.

Fig. 6. Human Sculpture and Timeline are useful ways to have people look at and feel a problem in a different way and from a different angle.

In between we did a mixture of physical and mental activities, including Human Sculpture where one person becomes the sculptor and uses everyone else to form a tableau or sculpture that expresses their talk on the problem. Another was timeline where you imagine looking at the problem from the perspective of the past and future.

Now, stand back  …

Standing back I’d say that running a workshop for colleagues has advantages and disadvantages. How would a director or line manager feel about their views being exposed like this. On the other hand if well managed it becomes a team building exercise too.

The challenge is to know what risks to take and how to build in flexibility, not just in timing, but in the kind of activities. This requires that despite the plan you are alert to signals that suggest an activity should be developed or dropped. Workshops and seminars I take have a common element - there is ‘hands on’ activity.The goal is that at the end of the session people feel confident that they could do these things themselves. I’m less comfortable about teaching where the communication is one way - me talking and them taking notes. I value encouraging self-discover and people being on their feet, interacting and having fun.

The workshop was experiential

It was collaborative and iterative, it was problem-based learning that used communication skills.

How did you feel about that ?  

Fig. 7. How we like to be ‘in the flow’ rather either bored or stressed from being too challenged. Mihaly Csikszentmihalyi (1975) Mental state in terms of challenge level and skill level.

I felt ‘in the flow’ for most of the time, suitably challenged and never bored. Though anxious and surprised when a colleague gave me a drubbing the day after feeling that they had been tricked into attending. This came as a surprise, the other surprise was how away from their desk and computers the apparently introverted could become so animated and responsive.

I felt like a party planner. I was hosting an event. The atmosphere of controlled enthusiasm would be down to me. I would be, to use a French expression, the ‘animateur’ or ‘realisateur’ - the one who would make this happen and bring it to life.

Fig. 8. For all the playful activities, we are still reliant on Post It Notes and flip charts

Now what ?

On this occasion we delivered a couple of distinct responses to the problem. People reflected on the experienced and felt it was both enjoyable and of practical value. The request was not that others would host such an exercise, but that I would do more. I was subsequently booked to run a few more workshops on specific topics with different groups in the faculty. The question that we couldn’t resolve was whether were  a ‘creative organisation’ ? My own conclusion being that we quite palpably were not.

REFERENCE

Ackoff, R.L. (1979) The Art of Problem-Solving, New York: Wiley

Csikszentmihalyi, Mihaly (1975). Beyond Boredom and Anxiety: Experiencing Flow in Work and Play, San Francisco: Jossey-Bass. ISBN 0-87589-261-2

Experiential learning theory. (Available from http://www2.glos.ac.uk/gdn/gibbs/ch2.htm. Accessed 22FEB14)

Gundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed, Van Norstrand Reinhold. Te hniques 4.01, 4.06, 4.57

Henry, J and the course team (2006, 2010) 'Creativity, Cognition and Development" Book 1 B822 Creativity, Innovation and Change.

Henry, J (2010) ‘Set Breakers’ Henry (P. 96)

Kolb, D.A. 1984 Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall.

McCaskey, M.B. (1988) ‘The challenge of managing ambiguity’, in Pondy, L.R, Boland, R.J and Thomas, H (eds) Managing Ambiguity and Change, new York, pp 2-11

Henry, J & Martin J (2010) Book 2 Managing Problems Creatively

Schon, A.A. (1983) The Reflective Practioner: How Professionals think in Action, London: Temple Smith

Tassoul, M, & Buijs, J ( 2007, )'Clustering: An Essential Step from Diverging to Converging', Creativity & Innovation Management, 16, 1, pp. 16-26, Business Source Complete, EBSCOhost, viewed 22 February 2014.

Here in Lewes we shut the town centre down for a march as often as we can.

It all stems from 5th November. We had only been here a couple of months and we were enrolled in a Bonfire Society. That was 13 years ago.

The town also has a Moving on parade for all primary schools in the district, not just the town, but from outlying villages. The town centre is closed to traffic and kids, dressed up, carrying banners and whatnot on a theme, march through town and end it with a party in the Paddock - a large field, formerly part of the earthworks around the 11th century Lewes Castle.

It helps to make an occasion of something when we move on. We're rather good at it:

• Christenings
• Marriage
• Death
• Birthdays
• Anniversaries
• Graduation

I'm down for Brighton or will try to enroll in Versailles for my graduation. I skipped my first nearly three decades ago. I just didn't feel like moving on. I hadn't felt I'd had an education to justify the fuss. My fault, not theirs. I put in the hours and came out with an OK degree but that isn't why I'll remember my undergraduate years.

I should mark moving on, and away from this blog. It logs, day by day, and in the background countless pages of hidden notes. It has carried me through the Masters in Open & Distance Education.

H809, my bonus track, will mark the end.

For this reason I am migrating most of the content and the journey it records to an external blog.

My Mind Bursts

From time to time I'll post a note at the bottom of the page to say this is where it'll be from June.

My moving on.

By May, I'll also know if the next few years have been set up. We'll see. I may even be back at the OU in some capacity. I rather

Two celebrate completing H810 I have bought myself this. Christopher Alexander is often quotes during the Masters in Open and Distance Education - to design e-learning is like constructing a building.

And then because it's Amazon I find there is another treat, going back a year, from B822 Creativity, Innovation and Change.

The only problem is - we have no shelves. None. Our last house I had a 'study' with floor to ceiling shelves and as many books. Five years after moving the books are still in storage ...

I do books. E-Books. Shelves are redundant. Even a small room can look big if it doesn't feature a stack of books.

I recommend both.

I always ask this, and often respond by going out to get the book in question, but do you have a book you'd recommend?

P.S. I have signed up for H809: Practise Based Educational Technology ... so you got me for a few more months. (If I get onto a PhD programme I might be here for another three years ... )

Fig. 1. The Open University's Masters in Open and Distance Education (MAODE).

Expressed as a Wordle. A personal collection of key influencers based on those tagged in this blog. Includes my own reading and indulgences.

On Friday, at midday, this blog reached a significant milestone.

I've been at it for 33 months. I've blogged the best part of FIVE modules now - most of which required or invited some use of the blog platform (or another). I required little encouragement - I used to keep a diary and have found since 1999 that in their digital form they are an extraordinarily versatile way to gather, consider, share and develop ideas.

The investment in time, on average, an hour a day in addition to - though sometimes instead of coursework over 1000+ days.

(This excludes 8 months I spent on the Masters in Open and Distance Learning in 2001)

To mark this event, and as I need to go through this online diary, this e-journal, this 'web-log' (as they were also once momentarily called) ahead of some exciting meetings coming up next week I thought a simple task might be to click through the tags to identify who have been the key influencers in my reading and thinking over the last two and a half years.

Fig.2. Another way of looking at it. Betham, Conole and Weller are key MOADE authors from the Open University. John Seely Brown is a vital undercurrent, Engestrom one of several enthusiasms like Vygostky. While Gagne, second hand hardback, needs to be on your desk for frequent reference.

What I thought would take an hour has taken nearly 40 hours.

Clicking on a tag opens a corner of my head, the notes take me back to that day, that week, that assignment or task. It also takes me back to the discussions, resources and papers. And when I find an error the proof-reader in me has to fix. Aptly, as we approach November 5th, and living in Lewes where there are marches and fireworks from late October for a couple of weeks peaking of course all evening on the 5th, my head feels as if someone has accidentally set light to a box of assorted fireworks.

Just as well. Meetings these days are like a viva voce with eager ears and probing questions - they want the content of my mind and whatever else I bring to the subject after thirty years in corporate training and communications.

Fig. 3. Wordle allows you to say how many words you want to include in the mix. To create weight I had to repeat the names I consider most important twice, three or four times in the list. I also removed first names as Wordle would have scattered these into the mix independently like peppercorns in a pan of vegetable stock.

The Task

• List all authors who have been part of my learning and thinking over the last couple of years.
• Include authors that my antennae have picked up that are relevant to my interest in learning, design, the moving image and the english language.
• Visualise this and draw some conclusions

Fig.4. This even makes three of the key protagonists look like an advertising agency Gagne, Beetham and Conole.

The Outcome

I can never finish. Take this morning. I stumble upon my notes on three case studies on the use of e-portfolios from H807 which I covered from February 2010-September 2010. To begin with I feel compelled to correct the referencing in order to understand the value, pertinence and good manners (let alone the legal duty) to cite things correctly. (Even though this post was locked - a 'private' dump of grabs and my thoughts).

Then I add an image or two.

These days I feel a post requires a visual experssion of its contents to open and benefits from whatever other diagrams, charts or images you can conjure from your mind or a Google Search - 'the word' + images creative commons - is how I play it.

Fig. 5. From David Oglivy's book 'Ogilvy on advertising' - a simple suggestion - a striking image, a pertinent headline and always caption the picture. Then write your body copy.

A background in advertising has something to do with this and the influence of David Ogilvy.

xxxxxxxxxxxxxxxxx

I spend over two hours on the first of three case studies in just one single post. At the time I rubbished e-portfolios. The notes and references are there. Tapped back in I can now make something of it. A second time round the terms, the ideas - even some of the authors are familiar. It makes for an easier and relevant read. What is more, it is current and pertinent. A blog can be a portfolio - indeed this is what I'd recommend.

From time to time I will have to emerge from this tramp through the jungle of my MAODE mind.

Not least to work, to sleep, to cook and play.

Fig. 6. In a word

USEFUL LINKS

Wordle

Date duration calculator

REFERENCE

Gagne, R.N. (1965) Conditions of Learning Holt, Rinehart and Winston

My Masters in Open and Distance Education (MAODE) with the Open University (OU)

CURRENT (September 2012 – January 2013):

H810: Accessible online learning: supporting disabled students

COMPLETED:

H800: Technology-enhanced learning: practices and debates

H807: Innovations in eLearning – Learning outcomes

B822: Creativity, Innovation and Change

H808: The e-learning professional

This completes the Masters in Open and Distance Education (MAODE)

NEXT (from February 2013):

Either

H817: Openness and innovation in e-learning. (which replaces

H807)

OR

H809 Practice-based research in educational technology

 THEN (from October 2013):

H818: The Networked Practitioner

butof course i can't spell.

60%

Which is very interesting indeed, as my previous three modules all had an end of module assignment in which I scored something like 57, 59 and 43.

Giving an overal score of 66% How on earth did the Open Univerity Business School MBA Award Winnder get a distinction on every paper??? She didn't do B822!

What do I take from this that I hadn't already understood?

Prepare for an assignment as if it were an exam ... except you can cheat by refering to notes and resources and even rewrite from the top. But you MUST go through the agony of getting your head around the subject first.

Not that it mattered here but to get an A or distinction would have required proximity to a peer group wanting and capable of such grades and a tutor competing with colleagues to be the very best. We just hoped to pass.

Delighted also as an MBA module is well outside my comfort zone and sphere of professional interest.

It would be niave of me to say 'one to go' and think my postgraduate student days are over. My inclination is to pick up my final MAODE module in the next 9 months then take ... another MA in history specialising in the First World War. I may decamp to the University of Birmingham for this, though the OU are running lectures at the Imperial War Museum on WW1 this July 8th where I will be tomorrow as the IWM mark the hundreth anniversary of the establishment of the Royal Flying Corps.

My grandfather was a flight cadet in 1918 after 2 years as a machine gunner on the Western Front while my great uncle had got into the RFC age 16 and was a Flight Lieutenant piloting bombers ... age 18. If you are at all interested in all thing WW1 and the impending centenary come and join me in www.machineguncorps.com.

Do you have a relation who served? Most of us did.

Re-reading the Steve Jobs biography with four months in hand before another MAODE module I am struck by what it tells you about Gates and Jobs and how self-evidently one is an adaptor 'doing things better' while the other is an innovator 'doing things differently'.

This drawn from doing a KAI personality inventory and all the reading around these tests for B822.

I came out at 144 on a scale of 160; I'd envisage Jobs as somewhere on the outer edges of 150 while Gates gets a 20 or 30, neither would be in the 60-130 zone for two thirds of respondents.

If they ever did one of these are the results known?

As most managers do observation and experience of a person's behaviour and responses must suffice.

I feel a desire to revisit H807 'Innovations in E-learning' while mixing it up with B822 'Creativity, Innovation and Change'.

I can do this through the 1000+ entries I have here and by refreshing my mind from the current and archived blogs of others blogging here currently (though few if any blog there way through the MBA programme and I am yet to find anyone blogging about B822).

Sitting an exam for the first time in 28 years got me thinking how so much is assessed by assignments and 'doing'.

Just clinging to a pen for more than 5 minutes is a novelty to me.

Surely the technology we now have is capable of 'getting into my head' to show that I do or do not know my stuff. But here's the difference, have I been taught to pass an exam which could only prepare me to become an academic, or have I been applied to apply what I have learned which is very different.

I forgot to mention this one but two months ago I was given nasty cholesterol score and a dear friend and neutrionist rather than see me on satins gave me a comprehensive health review, some don'ts and does (recipes) and some supplements.

Six weeks on and my pot belly has gone, my poo still floats and I fart a lot and my cooking range has been extended.

I was also supposed to give up alcohol and coffee; whilst the former is down to close to zero I drink even more coffee, though it is black. My vegetarian daughter is delighted and our shopping bill is down 30%.

Porridge with soya milk every breakfast, fresh pesto and pasta at lunch, home made soup in the evening sometimes turned into a casserole or with brown rice.

And as well as coaching the local swim club I now swim with it too; the extraordinary insight at being the swimmer being coached for the first time in 32 years a bonus. So a healthy mind and a healthy body, both thanks to The OU as it was while living and working up at Milton Keynes that all of this happened.

And I have an exam tomorrow. Just surving this far through the module has been an achievement as life around it has been somewhat difficult.

This works for me and plays directly into B822 'Creativity, Innovation & Change'.

Listen then act.

John Cleese on Creativity

I'm going create the space and make the time! And play.

1. Space
2. Time
3. Time
4. Humour

FURTHER READING

Amabile, T. M. & Sensabaugh, S. J. (1985).  Some factors affecting organizational creativity:  A brief report.  A paper presented at the Creativity Innovation & Entrepreneurship Symposium at the George Washington University, Washington, D. C.

Ekvall, G. & Arvonen, J. (1983). Creative organizational climate:  Construction and validation of a measuring instrument.  Stockholm, Sweden:  The Swedish Council for Management and Organizational Behavior.

Gryskiewicz, S. S. (1982).  Creative leadership development and the Kirton adaption-innovation inventory.  An invited paper delivered at the 1982 Occupational Psychology Conference of the British Psychological Society meeting on "Breaking Set:  New Directions in Occupational Psychology" at Sussex University, Brighton, England.

MacKinnon, D. W. (1961). Creativity in architects. In D. W.

MacKinnon (Ed.), The creative person (pp. 237–251). Berkeley: University of California, Institute of Personality Assessment Research.

MacKinnon, D. W. (1978). In search of human effectiveness: Identifying and develop

MacKinnon, D. W.  (1978). In search of human effectiveness:  Identifying and developing creativity.  Buffalo, New York:  Bearly Limited.

'I could use a colourful swimming costume'.

This pegs the following ideas:

Interconnectness
Complicatedness
Uncertainty
Ambiguity
Conflict
Societal Constraints

And recalling the authors Mason & Mitroff (1981)

However, I need to visualise this. Perhaps the actor James Mason (in his Nabakov role of Herbert Herbert from 'Lolita') with a Russian girl called 'Olga Mitroff'. Everyone around them are wearing colourful Versace swimming costumes whereas their's are plain black. She is black and young, suggesting the 'complexity' required here and they are standing on the end of a springboard, like walking the plank, and holding hands to give me 'conflict' and 'connectedness' even disaproval from those around them and so 'societal constraints'. All I need to do now is peg this further with an orange flavoured fruit Polo. And then be able to add a couple of relevant sentences to each. Assuming there is a question from which this 'mind dump' can provide some detail.

Why does this all matter?

I've been learning in B822 how to apply a variety of creative problem solving techniques to business problems; both the theory and practice says the the problem you are dealing with has to indicate all the above to warrant a creative problem solving approach.

Beyond the exam I can and will apply this to what I do which has in the past been solving communications problems using creativity in the execution of ideas.