Collaboration, Communication & Diversity

Collaboration exists when two or more individuals or groups work together toward a common goal or purpose. Two key factors in successful collaboration are effective communication and diversity awareness so that creativity, flexibility and innovation flourish. Recently, I had the opportunity to become a “fly on the wall” during a collaborative effort at my workplace.

A work group (Users) in need of a new application to more effectively perform their function had been working with an information services work group (Developers) for over a year. This project recently hit a “road block” when the Developers presented the program for testing and the Users discovered that it did not meet the requirements they believed were specified during the analysis and design (A&D) or the requirements phase of the project. Needless to say, the groups went back and forth and no one was happy. The turn in the road came when a new business analyst was assigned to the project who scheduled a meeting between the Users and the Developers. The business analyst facilitated the meeting where the original A&D and requirements documents were reviewed to find out that what the Users said/meant was not what the Developers heard/understood. Below are the demographics of the two groups:

The Users group

• 30 – 55 years of age
• two men, three women
• four Caucasian, one African-American
• total of 24 years of experience with the software program

The Developers group

• 26 – 31 years of age
• three men, one woman
• three Caucasian, one Asian-American
• total of 31 years of software development experience

The perspective of the Users group stems from their experience working with the software and intuitively knowing what they need to more efficiently perform the daily activities of their job. The Developer’s perspective is grounded in their expert knowledge of software development and the “behind the scenes” workings of the software program. Although it seems these perspectives are complimentary and provide a foundation for a successful collaborative exercise, communication at the onset of the project was not as clear as all involved had believed. During the meeting facilitated by the business analyst it became clear that both groups did not “speak” the same language during the A&D and requirements phase of the project. The Users spoke in terms of results of their data input and what they expected to be displayed on screen. The Developers listened with the intention of providing the results within the parameters of the software programming. The facilitation uncovered the miscommunication and during the review of the requirements and business rules, each group had the opportunity to clearly express their desire and expectation as well as ask questions for clarification. At the end of the meeting, both groups left feeling the project was headed in the right direction and that their needs would be met. Clear communication and awareness of the other group’s perspective facilitated by the business analyst were key factors in this collaborative effort.

Child Abuse and Neglect

As educators, we are responsible for the intellectual development of our students as well as providing a safe and nurturing environment for them to thrive and grow. This responsibility also includes being aware of the signs of child abuse and fulfilling our legal obligation to report any suspicions or incidences of abuse. The challenge then lies in recognizing the signs of child abuse as well as knowing when and where to report suspected abuse and neglect.

In the January 2005 issue of the Middle School Journal, Tracy W. Smith and Glenn W. Lambie introduce us to the nature and prevalence of abuse and neglect among adolescents. Their article, Teacher’s Responsibilities When Adolescent Abuse and Neglect are Suspected, delves into the signs of abuse and provides guidelines for reporting suspected cases of abuse. The authors encourage teachers to advocate for a comprehensive support plan for assisting students who have been victims of abuse if one does not exist. Smith and Lambie also address the importance of a collaborative effort between teachers, counselors, administrators and other school personnel to address the needs of abused students as well as equip staff with the information and training necessary to support our students.

Child Abuse Resources:
Washington State Department of Social and Health Services 1-866-363-4276
Child Protective Services website

Multicultural Tendencies

Today’s K-12 classrooms, as well institutions of higher learning, reflect the diversity of our national population. Race, religion, socio-economic status, ethnicity and language are but a few of the characteristics that make up our student population and to be effective as educators we must raise our cultural awareness so that we meet the needs of our students who come to class with different cultural backgrounds and culturally-related learning styles. Embracing and gaining an understanding of the cultural differences present in our classrooms is the first step in developing an assorted repertoire of teaching styles and assignments to meet the needs of our learners.

Early in my teaching career at a private vocational institution, I gained first-hand experience in what happens when multicultural tendencies are not considered when providing instruction to a culturally diverse classroom. I presented the guidelines for an independent culminating project to my computer applications class where students were allowed to work in a group or in pairs on previous assignments, but the “final” was an individual project. One of my female Asian students who had performed admirably on prior assessments did not meet the requirements of the final project and, unfortunately, I assumed that there was a misunderstanding with regard to the instructions I provided or that her previous work was more a result of the group effort than her own. I took her aside and asked if she understood the instructions and whether or not she was comfortable with the applications. She smiled during my inquiry and responded “yes” and “thank you.” I was baffled by her response and questioned my teaching ability until a seasoned colleague shared with me the Asian cultural tendency to refrain from saying “no” (sign of conflict) and to always smile (to maintain harmony). With my newfound “awareness” I was able to communicate with my student using phrases and questions that enabled her to complete the assignment correctly.

I have developed a strong cultural awareness since that experience applying these basic guidelines in teaching culturally diverse students:

• Actively pursue learning about the differences between cultures.
• Don’t leap to conclusions and avoid using stereotypes.
• Be adaptable with your expectations and teaching style.

As an educator, developing a strong cultural awareness is important to your professional and personal growth, but more importantly it will greatly benefit the students in your class.

My Educational Philosophy

During my studies and practice as an adult educator I have examined, explored and applied various components of the five core educational philosophies (essentialism, perennialism, progressivism, existentialism and behaviorism) and that practice has cultivated my personal educational philosophy which is theory-based, skill-based and faith-based. The ideal adult learning environment provides opportunities for learning on an individual basis, enables learning that is sustainable and provides assistance/instruction from a supportive instructor.

The core of my educational philosophy is based upon John Dewey’s work in Progressivism. His theory takes into consideration the three learning types (auditory, visual and kinesthetic learners) and focuses on the development of “lifelong learners.” The application of Dewey’s theory enriches the education growth process and emphasizes the combined characteristics of active inquiry, independence and individuality in a learning task. I strive to develop curriculum that incorporates learning activities that encourage creative and analytical thinking with the presentation of authentic questions and small discussion group opportunities. I believe that information and activities presented in various modes to accommodate the different learning styles present in my classroom optimizes learning and encourages self-motivation.

A.S. Neill’s educational philosophy of existentialism influences my interaction with learners as I nurture the creativity and individuality of my students and provide guidance on their educational journey. I partner with my students in creating an environment that is conducive to their learning styles by soliciting their input regarding curriculum content so that what is presented is what they want to learn. I believe that by developing learning activities that are meaningful to the students and fostering a learning environment where adult learners feel accepted, respected and supported are the skills that I possess that aid in my success as an adult educator.

Another educational philosophy that has influenced the way I teach is perennialism. This philosophy is founded upon the premise that the teacher presents principles – not facts – and allows the students to reflect upon, reason and question the subject matter presented. My current work is in Christian Education and I believe my role as an adult educator in this arena is to “teach” the tenets of our faith while providing various opportunities for learners to explore, question and apply the concepts and principles to their own lives. My role then becomes one of a facilitator as I ensure that discussions stay on topic and clarify any errors in reasoning as the class works together to reach a conclusion or consensus regarding the subject matter.

Who I am as an educator has been and continues to be influenced by my education, my experiences and my faith. As I carry on in my professional endeavor in the area of adult education, I am wholly focused on Christian Education and the impact of technology integration in curriculum development. My continued examination of adult education theory, exploration of and deepening of my Christian faith and the application of technology will aid in the continual development of my personal educational philosophy.

American Education: Multicultural Education

In Chapter 5 of Joel Spring’s book, American Education, he shares his research on multicultural education in the United States of America with references to the works of John Ogbu, Lisa Delpit, Rosalie Pedalino Porter and Mick Fedullo. Spring also explores the effects of the No Child Left Behind Act of 2001 and the English Language Acquistion Act of 2001 on ethnocentric, bilingual and bicultural education in US schools and its impact on the diversity of its student body.

Readers are introduced to the three types of culture that exists in American schools – dominant, dominated and immigrant. The dominant culture in US schools was brought over by European immigrants and modified by the social and political conditions at the time resulting in a European American dominant culture established in our public school system. Spring defines dominated culture as “groups who were forcefully incorporated into the United States.” This “incorporation” produced African American, Mexican American, Asian American and Native American cultures through the domination of the European American culture. The “first generation” of groups who freely decided to come to the United States are considered immigrant cultures which also includes European American immigrants.

Spring shares the main concern of the multicultural educational movement and its goal “to reduce prejudice, eliminate sexism and equalize educational opportunities through empowerment.” The leaders of the movement – James Banks, Christine Sleeter, Carl Grant and Sonia Nieto – are committed to “empowering oppressed people by integrating the history and culture of dominated groups into public school curricula and textbooks” through three types of multicultural education: ethnocentric education, bilingual education and bicultural education. Ethnocentric education is focused on teaching from the perspective of a particular culture which has traditionally been the European American culture in US schools; however, the curriculum of “new” ethnocentric schools are developed based on the cultural frames of reference for African American, Native American and Hispanic cultures. Bilingual education protects the language and cultural rights of non-English speaking students while teaching them English but, as Springs points out, the No Child Left Behind Act of 2001 opposes the bilingual education movement by emphasizing English acquisition with the English Language Acquisition, Language Enhancement and Academic Act. The author defines bicultural education as “being able to function in another culture without losing ties to one’s original culture” and illustrates his point with the work done by Mick Fedullo with Apache students in Fedullo’s book, Light of the Feather.

Joel Spring ends this chapter with seven questions for us to ponder as educators regarding multicultural education, but these two really caused me to reflect on my own educational experiences as an African American student and my role as an educator:

• Should students have the right to learn their mother tongue and the dominant language?
• Should the major goal of instruction about different cultures be the teaching of appreciation of other cultures?

What do you think?

Wikis and more…

The work I have completed during my Masters studies has led me to focus on developing curriculum for Bible study groups. My concept is Christian Education Technology Integration (CETI) which incorporates various technology tools in the operation and delivery of the curriculum to  increase interest, participation and productivity. The goal is to transform passive, “sit in a circle and talk” groups into interactive and engaging discussion groups.

In my June 2009 post I shared the implementation of the curriculum and my attempts to gather feedback from the participants. I conducted personal interviews with the participants that did not respond to my e-mail request. I received rich, valuable comments from the group members. One suggestion to increase the use of the wiki by the participants was to provide a workshop or lesson on wikis to further educate the members that were not familiar with the wiki and its uses.

This quarter I had the opportunity to experience practical application of my studies by creating a slide show presentation on wikis and develop an implementation plan to integrate the use of a wiki in the women’s study group I am currently working with. This process has been enlightening and exciting for me as I further develop my curriculum development skills in my work in Christian Education. The combination of my passion and talents has made my work a joy and I am looking forward to the group’s growth in learning and spiritual maturity.

Video & Me

There are many web sites and software available to edit, publish and share video – some are readily accessible on your own computer. Mac users have iMovie and PC users have Windows Movie Maker. Both software are easy to use and have editing and publishing features. There are a lot of web sites that allow you to edit, store and share your movies. Most are free with an opportunity to upgrade your features for a price. Sites like Kaltura allow you to upload your video, store it on their site and embed a movie player on your web site or blog but do not provide an editing function. MotionBox, Shwup and JayCut are sites that allow you to edit your video, customize transitions or provide special effects in addition to storage and publishing options. 

I created a video about my granddaughter using Movie Maker and published it with Kaltura. I found Movie Maker to be very user-friendly and easy to use. The software allows you to be really creative by editing clips and being able to apply cool transitions and/or slide effects. Kaltura provides step-by-step instruction for uploading videos and publishing to your web site or blog. You can also send e-mail with a link to your video. I enjoyed the process and look forward to creating and sharing more videos!

VoiceThread

VoiceThread is an online resource for sharing photos and videos. What makes their service unique is that the site allows you to add an audio narration to your media presentation. The software is very user-friendly and allows you to share your “masterpiece” via e-mail or uploaded to your blog/wiki. Your media is stored on their web site so there are no downloads and you are able to access your “threads” from any computer via the Internet.

There are many valuable uses for this application. I used VoiceThread to create a slideshow of my grandson’s third birthday to share with family. A colleague created a presentation demonstrating the progress one of her students made in his reading skills over the course of the school year. VoiceThread is a very effective tool for sharing multimedia online and I encourage you to check out their web site for your personal or professional use.

Three Steps for 21st Century Learning

What Makes a Good AUP?

Most acceptable use policies (AUPs) are a list of what not to do on the Internet and, for some, support the notion that the Internet is a “bad” place to venture and explore – especially for children. A well-constructed AUP should not only outline restrictions and prohibitions, but should also promote the value of Internet usage. Andrew Churches, an educator and Internet communication technologies (ICT) enthusiast, very succinctly expounded on Digital Citizenship and has created an acceptable use agreement (AUA) based on these six tenets:

1. Respect yourself
2. Protect yourself
3. Respect others
4. Protect others
5. Don’t steal
6. Protect intellectual property

Lots of discussion within the responses to his posting of the AUA generated good suggestions to the revision of the fifth tenet as it was the only one that was phrased negatively. Dave Sands’ suggested re-write was, “Act with Integrity. I will cite sources for media and information. I will purchase, license and register all software. I will purchase my music and other media, and only use it for my personal needs.” Most of the responses were in agreement with his perspective and and also included requests to use his work as a basis for the AUPs that the readers were working on themselves. Churches’ freely offers his work for use in developing AUPs and will publish the final product with a Creative Commons “share and share alike” license on his wiki.