Tag: learning

Great and small

English is a funny language.

Coloured by countless other languages over centuries of war, politics, colonialism, migration and globalisation, many words have been lost, appropriated or invented, while others have changed their meaning.

In Australian English for example, fair dinkum means “true” or “genuine”. Linguaphiles speculate the phrase originated in 19th Century Lincolnshire, where “dinkum” referred to a fair amount of work, probably in relation to a stint down the mines. Add a tautology and 10,000 miles, and you have yourself a new lingo.

Thousands of other English words have their origins in ancient Greek. One pertinent example for L&D practitioners is pedagogy (formerly paedagogie) which derives from the Hellenic words paidos for “child” and agogos for “leader”. This etymology underscores our use of the word when we mean the teaching of children.

And yet our language is nuanced. We may alternately use pedagogy to mean the general approach to teaching and learning. Not necessarily teaching, not necessarily children. In this broader sense it’s an umbrella term that may also cover andragogy – the teaching of adults – and heutagogy – self-determined learning.

For example, when Tim Fawns, the Deputy Programme Director of the MSc in Clinical Education at the University of Edinburgh, blogged his thoughts about pedagogy and technology from a postdigital perspective, he defined pedagogy in the university setting as “the thoughtful combination of methods, technologies, social and physical designs and on-the-fly interactions to produce learning environments, student experiences, activities, outcomes or whatever your preferred way is of thinking about what we do in education”.

When Trevor Norris and Tara Silver examined positive aging as consumer pedagogy, they were interested in how informal learning in a commercial space influences the mindset of its adult patrons.

And when I use the word pedagogy in my capacity as an L&D professional in the corporate sector, I’m referring to the full gamut of training, coaching, peer-to-peer knowledge sharing, on-the-job experiences and performance support for my colleagues across 70:20:10.

A standing businessman facilitating a training session with a group of colleagues seated in a semi circle.

So while I assume (rightly or wrongly) that the broader form of the term “pedagogy” is implicitly understood by my peers when it’s used in that context, I spot an opportunity for the narrower form to be clarified.

Evidently, modern usage of the word refers not only to the teaching of children but also to the teaching of adults. Whether they’re students, customers or colleagues, the attribute they have in common with kids is that they’re new to the subject matter. Hence I support the Oxford English Dictionary’s definition of pedagogy as the practice of teaching, regardless of the age of the target audience.

If pedagogy includes adults, then logic dictates we also review the exclusivity of the term andragogy. Sometimes children are experienced with the subject matter; in such cases, an andragogical approach that draws upon their existing knowledge, ideas and motivations would be applicable. Hence I dare to depart from the OED’s definition of andragogy as the practice of teaching adults, in favour of the facilitation of learning. Again, regardless of the age of the target audience.

With regard to heutagogy, I accept Hase & Kenyon’s coinage of the term as the study of self-directed learning; however in the context of our roles as practitioners, I suggest we think of it as the facilitation of self-directed learning. That makes heutagogy a subset of andragogy, but whereas the latter will have us lead the learners by pitching problems to them, hosting Socratic discussions with them and perhaps curating content for them, the former is more about providing them with the tools and capabilities that enable them to lead their own learning journeys.

A tree structure flowing from Pedagogy down to Pedagogy, Andragogy and Heutagogy; with Instructivism, Constructivism, Connectivism and Novices, Intermediates, Experts aligned respectively.

This reshaping of our pedagogical terminology complements another tri-categorisation of teaching and learning: instructivism, constructivism and connectivism.

As the most direct of the three, instructivism is arguably more appropriate for engaging novices. Thus it aligns to the teaching nature of pedagogy.

When the learner moves beyond noviceship, constructivism is arguably more appropriate for helping them “fill in the gaps” so to speak. Thus it aligns to the learning nature of andragogy.

And when the learner attains a certain level of expertise, a connectivist approach is arguably more appropriate for empowering them to source new knowledge for themselves. Thus it aligns to the self-directed nature of heutagogy.

Hence the principle remains the same: the approach to teaching and learning reflects prior knowledge. Just like instructivism, constructivism and connectivism – depending on the circumstances – pedagogy, andragogy and heutagogy apply to all learners, great and small.

Digital Learning conferences in Australia in 2021

Let’s try that again.

Just as we were gearing up for another year’s worth of cutting edge insights and showcases, the coronavirus had other ideas.

While some of the digital learning conferences I had listed for 2020 went ahead as planned, others pivoted to virtual delivery, while the rest were ironically postponed or cancelled.

In this country we are confident in vaccination and elimination, so the following events are expected to proceed this year.

Coffee mug next to a laptop featuring numerous attendees in an online meeting

iDESIGNX
Virtual, 24-25 February 2021

Disruptive Innovation Summit
Sydney, 17-19 March 2021

International Conference on Virtual and Augmented Reality Simulations
Melbourne, 20-22 March 2021

Learning & Development Leadership Summit
Sydney, 23-24 March 2021

Higher Education Research and Development Society of Australasia Conference
Brisbane, 7-10 July 2021

Learning & Development Leadership Summit
Melbourne, 27-28 July 2021

L&D Symposium
Hunter Valley, 5-6 August 2021

EduTECH / Learn@Work
Melbourne, 17-18 August 2021

TECHSPO
Sydney, 25-26 August 2021

Eportfolio Forum
Sydney, 20-21 October 2021

AITD Conference
Virtual & Melbourne, 27-28 October 2021

HR Innovation & Tech Fest
Sydney, 9-10 November 2021

ASCILITE
Armidale, 29 November – 1 December 2021

This list will grow over time as more events are announced.

If you become aware of another one, let me know and I’ll add it in!

Semantics, semantics

I dislike grammar jokes, pedants, and Oxford commas.

That’s my jovial way to end a year that will be remembered as a tough one for a long time to come.

I found blogging a welcome distraction, so much so that in addition to my annual list of e-learning conferences in Australia (which took a beating!) I churned out no fewer than ten thought pieces.

My joke at the start of this summary is a nod to the theme of semantics, which I maintain are important in the L&D profession. Because it is with shared meaning that we do our best work.

I invite you to share your own views on each piece, so feel free to drop me a like and contribute a comment or two…

A vintage poster depicting a group of dogs of different breeds

I hope you find my articulations helpful.

In the meantime, I wish that for you and your family the Christmas season will be a time of healing, rest and renewal.

Scaling up

In Roses are red, I proposed definitions for oft-used yet ambiguous terms such as “competency” and “capability”.

Not only did I suggest a competency be considered a task, but also that its measurement be binary: competent or not yet competent.

As a more general construct, a capability is not so readily measured in a binary fashion. For instance, the question is unlikely to be whether you can analyse data, but the degree to which you can do so. Hence capabilities are preferably measured via a proficiency scale.

Feet on scales

Of course numerous proficiency scales exist. For example:

No doubt each of these scales aligns to the purpose for which it was defined. So I wonder if a scale for the purpose of organisational development might align to the Kirkpatrick Model of Evaluation:

 Level  Label  Evidence 
0 Not Yet Assessed  None
1 Self Rater Self rated
2 Knower Passes an assessment
3 Doer Observed by others
4 Performer Meets relevant KPIs
5 Collaborator Teaches others

Table 1. Tracey Proficiency Scale (CC BY-NC-SA)

I contend that such a scale simplifies the measurement of proficiency for L&D professionals, and is presented in a language that is clear and self-evident for our target audience.

Hence it is ahem scalable across the organisation.

Roses are red

It seems like overnight the L&D profession has started to struggle with the definition of terms such as “capability”, “competency” and “skill”.

Some of our peers consider them synonyms – and hence interchangeable – but I do not.

Indeed I recognise subtle but powerful distinctions among them, so here’s my 2-cents’ worth to try to cut through the confusion.

Old style botanical drawing of a rose and violets

Competency

From the get-go, the difference between the terms may be most clearly distinguished when we consider a competency a task. It is something that is performed.

Our friends in vocational education have already this figured out. For example, if we refer to the Tap furnaces unit of competency documented by the Australian Department of Education, Skills and Employment, we see elements such as Plan and prepare for furnace tapping and Tap molten metal from furnace.

Importantly, we also see performance criteria, evidence and assessment conditions. Meeting a competency therefore is binary: either you can perform the task successfully (you are “competent”) or you can not (in the positive parlance of educationalists, you are “not yet competent”).

Capability

Given a competency is a task, a capability is a personal attribute you draw upon to perform it.

An attribute may be knowledge (something you know, eg tax law), a skill (something you can do, eg speak Japanese), or a mindset (a state of being, eg agile).

I consider capability an umbrella term for all these attributes; they combine with one another to empower the behaviour that meets the competency.

Capability is an umbrella term for the attributes that empower the behaviour that meets a competency.

Frameworks

According to the definitions I’ve outlined above, we frequently see in the workplace that “capability frameworks” are mislabelled “competency frameworks” and vice versa.

Terms such as Decision Making and Data Analysis are capabilities – not competencies – and moreover they are skills. Hence, not only would I prefer they be referred to as such, but also that they adopt an active voice (Make Decisions, Analyse Data).

I also suggest they be complemented by knowledge and mindsets, otherwise the collection isn’t so much a capability framework as a “skills framework”; which is fine, but self-limiting.

Deployment

I have previously argued in favour of the L&D team deploying a capability framework as a strategic imperative, but now the question that begs to be asked is: should we deploy a capability framework or a competency framework?

My typical answer to a false dichotomy like this is both.

Since capabilities represent a higher level of abstraction, they are scalable across the whole organisation and are transferable from role to role and gig to gig. They also tend to be generic, which means they can be procured in bulk from a third party, and their low volatility makes them sustainable. The value they offer is a no-brainer.

In contrast, competencies are granular. They’re bespoke creations specific to particular roles, which makes them laborious to build and demanding to maintain. Having said that, their level of personalised value is sky high, so I advise they be deployed where they are warranted – targeting popular roles and pivotal roles, for example.

Semantics

A rose by any other name would smell as sweet.

Yet a rose is not a violet.

In a similar manner I maintain that capabilities and competencies are, by definition, different.

In any case, if we neglect them, the next term we’ll struggle to define is “service offering”.