This is my first foray into sharing my doctoral journey, specifically through my decision to share my 5-10 minutes a day of writing about my process and thinking as per my program’s recommendations in our current module (and which I discussed here and here). I hope that reflecting aloud may be helpful for others who are considering this for themselves—either as a model for what can be done, or as a suggestion for what to avoid (the challenges or the process of sharing here itself).

I have to begin thinking about my research ideas for this module, which is entitled Development of Professional Practice. I really like this concept, and think it is more than fitting that I am developing this practice, and exploring it in my own life, here, where my colleagues (both current and future) can join me on the journey.

As I am beginning to formulate my ideas for this mini-project (around 3800 words, +/- 10%), I am going to consider some of the concepts that interest me, as I think some brainstorming is in order:

• identity and learning
• autoethnographic inquiry (both as a researcher and as studied in others who engage in this)
• exploring various personal identities, and the transition from one to another
• transformative learning
• reflective practice related to constructivist / critical frameworks
• individual identity development and self-definition within communities of practice
• juggling of identities as a process of personal learning

Will have to play around with these, and see what feedback my cohort offers.

Tags: constructivism, critical theory, identity, Lancaster, reflective practice, transformative learning

We just began our Module 2 in my Lancaster University PhD Programme in E-Research & Technology Enhanced Learning, and one of our assignments is to keep a daily reflective journal, perhaps one that is a 5-10 minute entry around the issue “What really matters in my professional practice?”

As an advocate of reflective practice and writing as a practice of processing experiences and making meaning, I like this assignment (and have even used it myself with my own students numerous times over the years), though am considering doing this here on my blog as opposed to in a notebook or someplace privately on my computer.

Has anybody ever tried this or seen this done, perhaps to offer some pointers, suggestions, warnings, or the like?

Tags: journal, reflective practice

Between attending the sessions at last week’s Adult Education Research Conference and presenting my paper The Critical Incident Questionnaire (CIQ): From Research to Practice and Back Again, I was also able to visit the Art Institute of Chicago (3 times!).

The new Modern Wing is amazing, and the entire collection somehow seems infused with life, vitality, and reflection (the final being my need to spend time with art when I am especially filled with stress and work). I find art a spiritual encounter that often initiates reflective practice on many levels. I enjoyed my visits so much I even joined as a member!

I uploaded my pictures from the museum to Flickr.

Tags: Art Institute of Chicago, reflective practice

I am planning some travel to the UK and Ireland in another week, and while that means I tend to buy new clothes and supplies for the trip, it also means I look forward to getting and bringing some new books with me.

What to read? Always an exciting question to consider.

Recently, a number of colleagues, especially Sarah Stewart, Britta Bohlinger, and  Ailsa Haxell, have recommended various books (and have helped Amazon meet payroll this week, undoubtedly), and I have a lot to choose from among the daily boxes that are arriving (mostly in the area of autoethnography, reflective practice, critical theory, and techno-cultural analysis).

Normally, I bring about 4 books, usually heavy research or cultural analysis texts, and about 2 dozen magazines. This time, I am intentionally packing lightly (I live for carry-on), so will choose with great care.

Thus far, one novel:

I have another week to choose the other 2 (I decided 3 will be the max), so let’ see . . . . Suggestions?

Tags: Autoethnography, critical theory, Culture, reflective practice

My multitasking met its match this week, when I finally left work a bit early on Friday with a case of the flu. I could not keep anything down, had a temperature of over 100, and with weakness so quick and intense that it took me nearly 20 minutes to struggle walking the 3 blocks from the train, it had all the symptoms of the flu. All the symptoms except it did not last the 3 to 5 days I remember.

I got the flu shot, and believe that is the reason why it was not as severe as it was in my early 20’s, when I lived alone and was unable to get out of bed for 5 days.

What is the lesson for multitasking? Well, quite frankly, it stops. All the plans I had for replying to my students’ blogs and forum posts? Stopped. Working with the class I am taking? Halted. Preparing to turn a peer-reviewed abstract into a full paper? No chance. Consulting? Forget it. Work, play, walking the dogs, reading? None of them. The flu, and anything unforeseen, ruins all of the overplanning we do. Multitasking stops completely. Even this posting itself is being done from my BlackBerry while recovering upstate by the fire with the snow gently falling outside.

The lesson? In finally being able to think a bit more clearly after being in a fog for days, I am wondering if multitasking and planning every last moment of available time leaves no time and energy for the unplanned.

Perhaps this is something I should, ironically, begin to plan for?

Tags: multitasking, reflective practice

Year after year I make New Year’s Resolutions for change. I have numbered them, listed them on paper, entered them into Outlook pop-ups, carried them in my pockets, put them around on Post-Its, told people about them, kept them close if they were personal, repeated them as a mantra, and other methods that have been forgotten just as the resolutions themselves have.

This year, I am planning something different. Rather than try for change, I am going to do just the opposite—accept what already is.

With my appreciation for Reflective Practice as a disciplinary methodology and my need to blog to help realize the results and the process itself, I am sharing my thinking on this resolution this year.

My resolution is a mantra I have tried out for the past few days and it feels right for me. It seems to fit in a way that I can understand and will try to incorporate into my life. In this regard, I understand I Am Enough as meaning that I will focus on appreciating what I have, already am, have accomplished, think, and feel. For some background, I at times think about what I am not or have not done or thought or felt, more than what I am, have done, thought, or felt. I tend to apologize (at least to myself) for my omissions and lack of, rather than appreciating and accepting what I already am all about.  I tend to think I am not smart enough, not in shape enough, have not written enough, have not worked enough, relaxed enough, socialized enough, taught enough, traveled enough, and on and on.

I am resolving to accept what I have done, not perhaps as being the best or most or highest or grandest or what have you, but in a much simpler way:  they are enough. This recalls a colleague years ago who was told by a professor, after slaving away on a paper that seemed to be going nowhere, that “sometimes good enough is good enough.” This is what I mean by I Am Enough.

Yes, this is a resolution that does involve some change I suppose, and changes in perspective can be as challenging as changing behaviors. However, I think this perspective is one that just feels like it may be the one that will help me move forward with my life by grounding me in my own very real experiences.

I hope my explanation does not appear as an apology, as it is not. I am explaining this to try to put words to what I have already decided. This is my resolution, and it is a good enough one as any.

Tags: new year's resolution, reflective practice

I am teaching a graduate research class at New York University that begins tonight–Research Process and Methodology (Y51.1900.002.FA08). The course is an introduction to research, and is a required class in the Human Resource Management and Development MS degree program.

I am using 3 texts for this class:

1. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
2. Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2004). Reading and understanding research (2nd ed.). Thousand Oaks, CA: Sage.
3. Publication manual of the American Psychological Association (2001).  (5th ed.). Washington, D.C.: American Psychological Association.

While I have more formal learning objectives than I can count, there are really only 3 things I am hoping to achieve in this class. I really want my students to:

• understand that research can help inform and explain practice
• know that there is not a single “right” way to engage in research
• realize that research does not have to be scary

I suppose the main reason I am so excited to teach this class is because of my own three personal objectives for this class that I am finally articulating above. I suffered through numerous research courses, and when I finally learned those three points, research was suddenly very accessible and valuable to me. I only wish somebody would have told me and helped me understand those points earlier in my academic work. They would have saved me from much pain and suffering all on my own.

Tags: nyu, qualitative research, reflective practice, Research, scps

I was recently reading a college oriented document about having a “personal brand,” and while it was aimed at undergraduates who may have little real-world experience to point to and may benefit from a personal message upon which to focus and highlight their lives in a concise and engaging way, I was intrigued.

I did not read this as an elevator speech, but rather as the little phrase (or tagline, subtitle, or caption) that appears at the top of most blogs. It includes interests, perhaps a value proposition, an idea of what I am passionate about, interests, and such.

I did some brainstorming, and found these common words (and threads):

• reflective practice
• critical thinking
• assumptions
• paradigms
• teaching
• learning
• postmodernism
• constructivism
• qualitative
• online
• community of practice

I wonder if it is time for me to revise mine?

Currently, I am using:

Reflective practice in organizational learning, educational technology, and postmodern society.

and I have been thinking about changing it to something more along the lines of:

Challenging assumptions to promote learning and teaching

or:

Challenging assumptions to construct postmodern learning

Now, it is time for some feedback and help with this. I am oftentimes surprised by who reads my blog, and invite some feedback and thoughts here. I have been tinkering with this idea for about four weeks, and now want to decide and have something new to live with and try out. Thoughts?

Tags: assumption, Community of Practice (CoP), constuctivism, critical thinking, learning, online, paradigm, postmodern, qualitative research, reflective practice, teaching

I often blog about adult and continuing education. Makes sense–I am a senior instructional designer, adjunct instructor at New York University, and organizational learning and communication consultant.

I live and breathe teaching and learning, and with many of my influences (Lyotard, Mezirow, Brookfield, and Denzin, among others) encouraging (critical) reflective practice, I tend to regularly toss ideas and experiences around in my mind for extended periods of time. This is after all the purpose (and by-line) of my blog Silence and Voice itself:

Reflective practice in organizational learning, educational technology, and postmodern society.

It was with some surprise to have Deb Peterson find something that piqued her interest and write about it on her About.com blog. She was very generous in her comments, and it certainly made my morning when I learned about it yesterday. It serves to remind me that we never know who finds our work online–colleagues, future colleagues, current / future / past students, clients, friends, and the like. Once our words are out there and shared online, then the public face we wear may show interesting signs of what it means to be a (critical) reflective practitioner. Sometimes it works well, and sometimes it may be more challenging.

With our world increasingly connected and decreasingly isolated, it is no wonder that George Siemens and Stephen Downes have been able to gather 1900+ of their closest friends (and a few colleagues as well) to discuss Connectivism and Connective Knowledge (cck08), which I think speaks nicely to this experience. Interesting how Deb’s comments about my work and thinking helps me to connect some online (and internal) dots. I suppose we never know when opportunities for reflective practice arise.

The world is getting smaller and more connected indeed . . . what an exciting present and future!

Tags: CCK08, reflective practice