The Change from the Black Lagoon [ID Blog]

I’ll admit it. I hate change. At least at first. Especially when it’s unexpected. Just as The Creature from the Black Lagoon is something that you’d never expect to come out of your water, change can pop up anywhere, at anytime and there’s no fighting it. Even when it’s for the better. I worked for several years as a librarian assistant in Tampa, FL. Every morning as staff arrived the first thing we would do is check the daily schedule. This was the 90’s so libraries weren’t as technologically helpful as today. Let’s just state right now that my nickname was Major Bellows (after the I Dream of Jeannie character) because my voice carried the farthest when announcing the arrival at the front desk of a patron’s request from the third floor periodical archives. We didn’t have permission to use a microphone for these announcements. Front circulation desk time was taxing, but you were one of three people on the desk so it was sociable and fun. The back circulation desk put you in the Business Science Technology (BST) library, a no man’s land, with unfriendly reference librarians and you as the sole operator of that circulation desk. Utopia was working the stacks aka the third floor periodicals. A pneumatic tube would arrive with a patron’s request, you wandered through the alphabetized newspapers and magazines to find the correct issue, put it and the request slip on the dumbwaiter and sent it down. The public wasn’t allowed up here. The librarian assistant’s all had their desks here. Anyone on a break was in this area and it was a time to listen to the radio and catch up with friends whilst still putting away returned archived items and filling requests. All this explanation to point out that anyone calling in sick or late required the schedule to be changed. I could have 3 hrs on the BST back desk and 3 on front circulation followed by looking for”claims returned” items (books that a patron insists that they have returned but somehow it was never scanned back in). Someone’s absence could change my day to no hours in BST and 3 hours in 3rd floor periodicals, making my day much better but my initial reaction to the changed schedule was an internal bristling. I don’t know why I didn’t immediately go to the happy place.

Of course, sometimes change is not for the better, or at least that is the way you or I perceive it. My mom remarried when I was in 7th grade. I loved where I lived, I had great friends, was in Girl Scouts, showed horses in jumping competitions, etc. My parents were commuting between where we lived on the upper mainline of Philadelphia to where my stepfather lived in central PA outside of Harrisburg. My parents bought a lot of land, built a house and prior to 8th grade we moved. I left behind all that was near and dear to me, and became the “new kid”. It was uncomfortable, and I resisted it, finding fault with all that was new. We’d lived in Devon, PA, home of the Devon Horse Show, and for years I’d dreamed of the day that I would compete there. When we moved we left behind TB, my wonderful horse. She’d been abandoned by her previous owners and left at the stables where I took lessons and also worked. I fell in love with her and rode her all the time and started jumping with her. Her name, TB, stood for thoroughbred, because she hadn’t been a jumper but a racehorse; she even had the racing tattoo inside of her bottom lip. Her owners had named her Misfit but I didn’t like that and just called her TB. She followed me everywhere without a lead. Once, when visiting me at the stables, my mother was scared to find this 16 hand horse (a hand is 4 inches and the way horses and ponies are measured, from ground to withers) following me everywhere, stopping behind me to put her muzzle on my shoulder whenever I stood still. She had no halter on, there was no way I could control her, but I trusted her completely and it was totally reciprocal. As an adult looking back, if it were my daughter, I might be concerned.

Not to be outdone, my stepfather tried to share the beauty of his part of the state. He said “We might not have the Devon Horse Show, but we have the Pennsylvania Farm Show.” My parents took me, trying to cheer me up about missing the horse show, but I was horrified. The Farm Show is for promoting Pennsylvania’s agriculture as well as a place for 4-H kids to show off their accomplishments. Instead of horse jumping I was walking through rooms full of chickens in cages. I never knew there were so many varieties. This was followed by rooms full of sheep in pens, then rooms of pigs in pens (the piglets were adorable and then I’d see the sign that they’d been bought by a meat company already) and this was followed by the room of cows. Let’s just admit the smell in the place was overwhelming but hey, they are farm animals. I did like seeing these animals, I didn’t like knowing some of them weren’t returning home (kept hoping Charlotte, the spider of Charlotte’s Web fame, would spin a web saying “Some Pig” over one of the pens but no such luck). They did have horses – there was cart pulling and handling the draft horses, and a rodeo exhibit. But no show jumping and dressage, the world from which I came. Being a moody teen at the time,  my disgust boiled down to “these people ride western, I ride English” accompanied by a snobby little tilt of my head. I did enjoy things like the sheep to shawl competition. They literally sheared the sheep, cleaned the wool, carded the wool, turned it into yarn and then they used spinning wheels and made gorgeous shawls which were auctioned off at the end. The farm show is also know for it’s food (not healthy food but great tasting, lots of milkshakes and buttery things, funnel cake and also famous for its donuts).

What does all this have to do with Instructional Design I hear you asking? Maybe nothing. But I look back at this horse show vs. farm show event as an example of a refusal to change, to transform my mind and myself. Granted I was a teenager, not an adult, therefore I give my adolescent self forgiveness for her attitude. But had I been open, had I kept my experiences from the Devon Horse Show but allowed myself to truly experience the new and strange (to me, culturally unfamiliar) events at the farm show, my time there could have been totally different. I didn’t look at it as a new experience to enjoy, rather I saw it as a failure the moment I saw chickens. I was measuring two totally different things against each other. I was not allowing my mind to grow, to transform, to embrace the new. My experiential part was locked and refusing to move forward at that time due to stubbornness and the way my adolescent mind was working. I wasn’t using autonomous thinking, I was securely tucked away in peer pressure and the “that is so not cool” mindset. There was also an element of cultural bias – coming from a world of show jumping and steeplechases, where people owned horses but heaven’s, not swine and cows. Never mind that the people who show their animals at the farm show are the same farmers without whom there would not be food on our tables.

According to Merriam (2004) I lacked the two prerequisites for transformational learning at this time: to critically self-reflect on our own assumptions as well as those of others ” and “to engage in reflective discourse with others… examine alternative perspectives, withhold premature judgment, and basically to think dialectically, a characteristic or mature cognitive development”.  Kegan and Lahey (2009) posit that mental complexity continues to grow in adulthood. “Coping and dealing involve adding new skills or widening our repetoire of responses” which is part of the potential trajectory of mental development across the lifespan. At this point in the lifespan I was at the lowest of the three levels: the socialized mind (i.e. seeking direction and reliant on others).

But my job as a librarian assistant was when I was already working, living independently as an adult. Why did I react so negatively to something even when I could see that, at times, the change for me was for the better? Sometimes my schedule wasn’t even changed. Still the mere phrase “Someone called in, they’re changing the schedule” was enough to send me into a cross between slight panic and moodiness. I would like to believe at this point I had moved on to the second stage of Kegan and Lahey’s levels of of adult mental complexity, that of the self-authoring mind. I was living independently, working, paying my own bills, working in dog rescue so my decisions affected not only me but my furry family, etc. My self -authoring mind allowed the information I sought to come through (schedule, any changes, how will it affect me). Unlike the self-transforming mind where one thinks not only of themselves but sees the big picture and thinks how can this relate “upstream”, I was not there. Am I there now? At times. I have glimmers of it, but I fluctuate back and forth between self authoring and self transforming. I find the times I am more on the self transforming end I have calm in my life, I’m not stressed at the moment that I receive news, therefore I need to seek clarity, think before speaking, and allow myself, no, not allow but encourage my self to think of the whole picture before I react emotionally, or in any way. The key to all of it is mindfulness, reflecting before reacting.

Motivation and the Adult Learner [ID Blog]

The readings this week focused on the various motivations of the adult learner. All I can say is that I never realized there were so many reasons, subcategories, barriers and societal impacts that came into play. Wlodowski’s definition of motivation is “why people behave as they do” and  it is interpreted as being purposeful in one’s actions. His theories were largely constructivist and included a lot of biological/neurological side studies, i.e., how the brain reacts positively to self-directed learning. Wlodowski also accepted the premise that thinking and emotions are inseparable. Honestly, I felt that all the neurological information – which parts of the brain react which way to what stimuli, etc., just made the reading a bit confusing. But that could just be me.

In addition to reading  “What Motivates Adults to Learn” (Wlodowski), we also read Merriam and Bierema’s “Motivation and Learning” chapter from Adult Learning:Linking Theory and Practice (2014).  In this reading it was posited that there are extrinsic and intrinsic motivators for adult learners. Extrinsic motivators often have a tangible goal in sight – getting a degree for a promotion, learning new technology in order to enhance your value to your employer, etc. Intrinsic motivators are unique to each student – learning to expand a social circle, to meet others who enjoy what you do, to be a better parent, or even just to learn solely for the sake of learning. I think even if you have an extrinsic motivator (to learn in order to get a promotion) it also incorporates a bit of intrinsic with it (you want to make a better life for yourself and your family in the long run even if the promotion won’t be the final goal) you may still have more to do in order to create this better life.

In Houle’s The Inquiring Mind (1961), he identified three types of learning orientations – goal-oriented learners (a means to an end, a specific goal in sight), activity-oriented learners (learning for the social aspect or activity), and learning-oriented learners who are focused on learning new things just to learn.  You might start out as one and morph into another. Perhaps you take a class at your community center on jewelry making. Many people comment on how beautiful the necklace is that you made, so you take more classes, delving deeper into the intricacies of jewelry making and end up starting your own business. I would think this happens quite a lot just from the many people whom I’ve encountered that start their own jewelry, soap making, and perfume making businesses. Also, as technology and social media grows, people can do their own marketing (yet more ways to learn, either in a formal setting or just doing self-directed tutorials of software and social media applications).

There were so many different theories in the M&B chapter that it was a bit hard to keep straight how each differed. One thing I did like was McClusky’s Theory of Margin (1963). This theory states that “Margin is the dynamic relationship between load and power.” It wasn’t making that much sense reading about it until I saw it illustrated in the table.  So if you put into the load category the demands you’d have on yourself as an adult learner (family commitments, job responsibility, social and civic duties, along with your own goals, values, attitudes and what you expect of yourself) and in the Power category put in your resources or ways to cope with the load (financial status, social contacts, your health, social skills, coping skills, resiliency) you can create a fraction of Power/Load =margin. If your at 1, then your breaking even but less than that you have too many pressures, more than that and you have a great ability to devote time to learning. Although this theory holds true, I don’t know many people consciously do the pro/con listing when considering pursuing adult education. I would think that it is more likely that someone might see, or be told by others, of barriers in their way. Some people will find ways around this barrier while others might see only the barrier, and it may be quite valid. The digital divide still exists. Where I work we have computers for the teens to come and do their homework. We also offer free computer classes for adults because where I work it is the inner city in a very low-income area. If you don’t have a computer at home, and you don’t have a car, even if you can get financial aid, you still may not be able to physically get to the learning location and you can not take blended classes from home either. Sometimes being motivated doesn’t equate to being able.

Wlodowski’s Integrated Levels of Adult Motivation (2008) has four conditions for instructors to use when designing classes for adults. They are: inclusion, developing an attitude of favorability toward the learning, enhancing the meaning of the learning through challenging and engaging experiences, and finally, engendering confidence by helping each of the learners see what they have learned from the instruction. I liked his K-W-L strategy – learner’s identify what they Know, what they Want to know, and finally what they have Learned.  He had 60 strategies listed to accomplish all of this and some are quite simple (e.g. use constructive criticism, allow for introductions, etc.). Most of the strategies fall back to the idea of who the adult learner is: someone who is full of life experiences and wants to learn but does not want another to act dominant over them. They want to be respected and feel that they are valued. They’re used to making their own decisions and thus are better at self directed learning as that is something that they already do every day, whether in the work place, online, across the informal and non-formal domains, and if in school, in the formal domain as well.

As we continue on in this class it becomes clear that when creating instruction for a class one needs to be cognizant of so many factors: who the learners are, their experiences, what their motivators are, what barriers they might have had to overcome in order to get there, and finally, where they lie in the Theory of Margin. How do you design a class when the participants may be so vastly different? I’m hoping I’ll know all of this by the end of my own instruction at UMB.

Generations and the Adult Learner [ID Blog]

I found this week’s readings on generations and our discussion of the same, to be very interesting. What was most interesting to me as a baby boomer were the perceptions of the younger generations (why do I sound like my grandmother when writing those last 2 words, LOL)  about us. My sister was born in 1949 and I was born in 1963. Both of us are baby boomers. When asked about defining events that shaped each generation they said World War II was that moment for baby boomers. About the only impact the WWII had was really the creation of us. The beginning of our generation came about from the reuniting of soldiers and their families. Thousands of little houses (e.g., Levittown, NY) were built to offer homes to the GIs. Having been born in 1963 I have no memory of WWII other than my brothers watching the movie Patton. My only taste of the Korean War was watching M.A.S.H., and yes, I lived through Vietnam but as I was only 7 in 1970, I don’t really remember much of it. Except that on the soap opera All My Children Erica Kane (the character played by Susan Lucci) had a fiance who was presumed dead, so she remarried and, true to soap opera tradition, returned once she’d remarried.

Technologically we are thought to be inept. Part of my job is handling social media where I work and I’ve never had an issue with it. In fact, my biggest problem has been trying to get the parents of our daycare children and teen program to connect. Many of them are younger, their connections online tend to be with friends, families, stores at which they shop, or entertainment sites.  I am not alone. My high school graduating class was close to 1200 students and most of us are online, whether it’s Facebook, LinkedIn, Twitter or Instagram. We had to learn more than other generations as we had manual typewriters, then electric typewriters, followed by dedicated word processors, then personal computers, laptops and tablets, and now smart phones. To suggest that we aren’t online, that we can’t figure things out, or are afraid of technology, is wrong. I would say that applies more to those of the Greatest Generation, or the early baby boomers. I think that the baby boomer generation is too long, that we should be divided into two. Again, my sister was off to college at 18 whilst I was still 5 years old. I think our experiences are vastly different. I hate to argue with SMEs in this department but to call us the same generation and think we have the same mindset and that we were affected in the same way by events is erroneous.

NOTE FOR THE FOLLOWING SECTION: I am in no way fond of stereotyping. Just as I’m fine working with technology and social media, the boomer stereotype is that we need our children to log us on. So what I write about the other generations below is based on experiences I’ve had or what my friends/coworkers have experienced. It is in no way meant to say that this is how a whole generation is, only my perceptions.

One way in which I am alike with other boomers is the way in which we perceive the younger generations. I admit that I never knew where Gen X ended and Gen Y began, or into what generation my 12 year old daughter fell before this week’s reading. Just as teenagers grow and try to own their self-identity and separate from their parents, it seems each generation seems to find some of the previous generations sociological ideas “not cool” anymore.

It was shocking to me to realize that millennials won’t have lived through the attacks of 9/11 and therefore won’t have been individually affected. Even though my daughter is only 12, because she is named after my best friend, Chantal Vincelli, who died at the World Trade Center, and because I have shared my own experiences of that day, she’s acutely aware of what happened and very sensitive about it.  I can’t watch TV that day or be on social media. It’s fine to see memorials or services or flags flying but the actual footage – people forget that for some of us those are the last moments that our loved ones were alive. They’d never want to see footage of their parents dying each year on that anniversary yet they (unthinkingly) share that footage on social media over and over that day. It has given me a whole new perspective of what the Kennedy family has had to go through with JFK, RFK, and JFK Jr. footage on the anniversaries of their respective deaths.

I don’t think of those born in 1965 as Gen X as that’s two years after me and so they aren’t that young anymore either (sorry if I’ve just insulted anyone). The tail end of Gen X melds with Gen Y. I think of this group as one. The biggest difference that my peers and I have noted is that they are less likely to work late or come to work functions. They also have a modest tech knowledge.

The millennials that I’ve worked with have been tech savvy and fun to work with, but socially lacking proper etiquette. Various functions, both professional and social, they’ve failed to RSVP and then have shown up, or signed up to attend things and then not shown up nor did they let anyone know they weren’t coming so that classes were held up, events juggled to accommodate people they didn’t expect, etc. I even had a millennial coworker who had just been hired “ghost” us. She decided that she no longer wanted to work there but rather than telling her boss or anyone else (and she did our payroll!) she slid the key to her office under the door on a Friday afternoon and never returned. She was quite angry when we called the police to do a wellness check on her a week later after she failed to respond to emails, texts, or calls.

Although we all go through the phases of the life cycle I admit that since my 30’s I’ve had a hard time sitting in a restaurant or bar listening to the conversations of undergrads. Often they have this jaded “I’ve seen it all ” attitude and think they know everything (clearly they don’t but there’s no convincing them of that) and their dismissal of everything suggested by others (older or younger) is dismissed with this cynical attitude. I’m sure I was the exact same way at that age. In your 30s you become much stronger in your sense of self, by 40 you don’t care what others say and by the time you reach 50 you’ve reached the wonderful place where you can do what you want, say what you want (within reason, I don’t meant threatening to kill anyone) and people will chalk up the weirder stuff to being eccentric. It is a bit freeing. I wander out to get the mail in outfits that horrify my daughter and I remember the same thing happening to me at her age.

Which leads me to believe that when thinking about the adult learners in your upcoming class, it’s best to ask ahead of time for a simple bio. That way age and location can be taken into account. The Millennial in Iowa may not approach the class the same way the Baby Boomer in NYC does. The course must be designed to be interesting to all and to incorporate technology that will work for all.

My Brain vs. Instructional Design [ID Blog]

This blog will be my reflections on weekly Instructional Design classes. Whilst my class peers all seem to come from backgrounds in teaching (for the most part) or training, I have come to this degree program from the world of editing. My BA is in Humanities which, at my undergrad school, meant world literature, music, theater, and art history. I loved my undergrad classes but I was never sure what to pursue for a Master’s degree. I’m a total geek and am fascinated by ancient languages, physics (admittedly I never took a physics course, I just love when they explain string theory and similar things on NOVA), and education.

I’ve thought about pursuing a degree in education for many years. Ideally, I would have liked to be a special education teacher for young children. When I first thought of this, my daughter was a toddler. As a single parent I couldn’t work all day and do school at night without it robbing me of sharing my daughter’s early years and milestones. At the time I lived in Florida and they required teachers to constantly take classes on any new developments in education. In fact, there was actually a semester hour requirement per year. 

Years passed and once I reached 50 I thought it was too late to go back. But a cancer diagnosis and treatment followed by a “cancer free” diagnosis changed my point of view. I have plenty of years ahead of me and I don’t want to just exist; I want to learn more, live more, and have a positive impact in the world. 

Why Instructional Design? I was blessed to meet an Instructional Designer at my cancer support group. When she told me about what she did I thought it was fascinating. I went online, spoke with others, read all about the different opportunities in ID and the various environments in which you can use it and I was hooked.  

I will admit to being intimidated when doing the readings for class. A big challenge is the jargon and theories that, for educators, are already second nature. It’s just a matter of time for me to pick it up but in the meantime I admit to feeling awkward using lay terms. It reminds me of my time living on the island of Corfu as an exchange student. As a speaker of French and Spanish I had hoped to go to France but, at that time, France was overloaded with American students. I was offered the options of Greece or the Netherlands. I opted for Greece and conversations were a chore; many Greeks would try to speak in English for me but at times I was the only non-Greek speaker. At those times I would sit and listen and pick out the words I knew, combine that with the body language and tones of the speakers, and in that way I was able to be part of the conversation. It was challenging, it was hard, but the experience I had there was so rewarding. I expect my travels in the realm of Instructional Design will be rewarding also.


Kindness #ShowYouCare

At this point in life I cannot stress how important I think even the littlest kindness shown to another is. Today’s society celebrates judging people, criticizing them, and mocking them. It is sad. We are on this earth together and the most important thing is to help others. One of my favorite sayings is from the author of Peter Pan, J. M. Barrie,  “Always be kinder than necessary.”

Rainn Wilson, best known for his portrayal of Dwight Schrute on The Office and many other roles on TV and in movies, including my daughter’s favorite The Last Mimzy is the founder of SoulPancake. Together with Hershey’s Kisses they’ve started a campaign to help people remember to be kind to others.

From their press release

Together, SoulPancake and Hershey’s Kisses wanted to remind you that with we have the power to impact a person’s day as well as our own through giving a loving gesture to those around you.  Taking this message to the street, SoulPancake & Hershey’s Kisses chocolates are literally showering people throughout the country with kindness! They are going to Portland, Nashville and NYC and hosting “pop up drops”  dropping mini parachutes over crowds, with the iconic Hershey’s Kiss shaped tags attached featuring a call-to-action for the participant to #ShowYouCare to those around them: a friend, loved one or even a stranger. 

So please feel free to share this video and remember to #ShowYouCare