journey in learning - department of educational...

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Journey in Learning

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The BeginningMy virtual journey in global learning began on August 21st, 2006 on this computer in this lane house located in the city of Shanghai in the People’s Republic of China.What have I learned on this journey and what will I take away from this learning experience?

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Why the ALGC Programme?I was automatically drawn to the ALGC Programme because it was the only intercontinental online programme designed for working adults who want to broaden their knowledge and understanding of learning and global change. Perfect. I could continue my work as a Curriculum Developer for UNESCO EPD Member Schools here in China and at the same time, expand my knowledge in the field of education and global change.

Adult Learning andGlobal Change (online program)

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Global Dimensions of Learning

The point of tension that is most prominent for me as a learning practitioner is the challenge to“continually learn how to learn together” (Chappell et al, 2000). From the various courses and the literature in the ALGC programme, in combination with the diverse environment in which I work, I have learned theories/philosophies that are different from my own and some I did not agree with, however, I have made a conscious effort to learn them with an open mind.

“I have never in my life learned anything from any man who agreed with me.” - Dudley Field

Malone

Cosmopolitan Shanghai

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Community of PracticeBy sharing our rich and culturally diverse learning experiences, we are able to form a global community of practice (Wenger, 1998). By being exposed to each other’s experiences, everyone in the programme has increased their knowledge and has a greater understanding of the complexity and the ways in which different issues interrelate. These are valuable, transferable skills that extend our knowledge base as learners and will help us adopt a more questioning stance in the future.

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Learning and Working in an International Learning Environment

In an international learning environment where one has to work asynchronously and amalgamate different ideas, philosophies, suggestions, and cultural views involves a great deal of patience, effort and understanding. As I currently work in a multi-cultural environment, this experience has really reinforced my ability to learn and work cooperatively, with patience and an open mind. This is an invaluable experience to take with me to my next international learning and work environment.

“Learning is a treasure that will follow its owner everywhere.”

~Chinese Proverb

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Globalization“It has been said that arguing against globalization is

like arguing against the laws of gravity.” –Kofi Annan

A Starbucks located in a Heritage Site in Beijing: The Starbucks name had to be displayed in Chinese Characters

to retain the authenticity of this site.

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Learning About GlobalizationFrom all the fascinating readings, engaging discussions and useful feedback I have received on my assignments, I have gained an understanding and a strong grasp on globalization and the themes surrounding it (for e.g., work, skills, education) both locally and globally. My knowledge of concepts, terminology, and models such as “Green and Sakamoto’s Model (2001)” and ‘high skills societies,” has grown and I am able to apply new theories and approaches that I have learned. The global aspects of our topics have allowed me to research and learn about my own country (Canada) and other countries (China, where I live and work) and South Africa. Having the opportunity to learn about globalization, both globally and locally, has reinforced its impact and the factors it encompasses. This exposure and foundation have given me the confidence to delve deeper into subject areas that are of interest to me and related to my current work and my work in the future.

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My Learning IdentitySince my work environment is a dynamic one, reflecting on my identity (even after this programme ends), as a learning practitioner, and recognizing the factors that influence my identity and my work are instrumental in applying my skills to my workplace. Through self-reflection, various courses and papers revolving around my identity as a learning practitioner have afforded me the occasion to question my identity (both personal and work-related).

Excursion with a UNESCO EPD Member Kindergarten

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My Learning Identity and My Workplace

For me, this is a break-through, as I work in a multi-cultural environment in an educational system where my role is not well defined. Being able to define it has allowed me to create a more specific role for myself, to promote a harmonious and productive working environment and to effectively apply my skills in developing UNESCO EPD Member Schools’ Curricula.People from different backgrounds, values, cultures and languages work towards a common goal. Learning styles tend to converge, for example in the creation of a ‘constructivist classroom’ (Doolittle, 1999).

Teachers of Different Cultures Collaborating

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My Learning Portfolio: An Invaluable Tool

Over the past two years, I have constantly revisited my learning plan and learning portfolio, evaluated my learning strengths and weaknesses and modified my goals. Prior to starting the programme, I had a vague idea as to what my objectives and expectations of this programme were, but through reflection, I have learned to manage and direct my learning and in turn, have had a better control on my learning, reflective and management skills. This control has allowed me to make my learning significantly more meaningful and effective.

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Opening DoorsBy reflecting on the discussions with fellow ALGC participants and the feedback I received from instructors and tutors, I not only gained understanding of subject materials, theories, issues related to adult learning, but I gained insight into myself as a learning practitioner. This has allowed me to reassess my goals and determine their feasibility and relevance as I progressed in the programme. I will continue to set goals for myself and be open to revising them as I continue to learn in my current work and future work. This will inevitably open doors to new challenges and experiences. Entering the Forbidden City

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Learning Has No End…“I am learning all the time. The tombstone will be my diploma.” ~Eartha Kitt

What I ultimately gained from this programme is far beyond what I expected and anticipated. The benefits of engaging in this programme have already had a positive impact on my current work identity and will undoubtedly continue to influence my learning and work for years to come. The ALGC Programme will end on August 1st, 2008, when I successfully complete my last requirement, however, the learning journey is far from over for me.

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ReferencesChappell C, Gonczi a & Hager P (2000) ‘Competency-based

Education’ in Foley G (ed) Understanding Adult Education and Training, (2nd ed.) pp.191-206, Allen & Unwin, Sydney.

Doolittle, P (1999), ‘Constructivism and Online Education’, Virginia Polytechnic Institution and State University.

Green, A & Sakamoto, A. (2001). Models of High Skills in National Competition Strategies. In P. Brown, A. Green, & Lauder, H. (Eds.) High Skills: Globalization, Competitiveness, and Skill Formation. pp. 56-160, New York: Oxford University Press.

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ReferencesWenger, E (1998), Communities of Practice: Learning, Meaning

and Identity, Cambridge University Press, New York.

Image on Page 3: University of British Columbia, Retrieved on July 19th, 2008 from http://www.edst.educ.ubc.ca/future/algc

Image on Page 6: Microsoft Clipart: Flags, Retrieved on July 20th, 2008 from

http://office.microsoft.com/enus/clipart/results.aspx?qu=flags&sc=20.

*All other images in this presentation provided by the writer.