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The Dialogic Learning Weekly #188

Hey team. Welcome to the 188th issue of this newsletter. In this week's edition: how pedagogy relates
The Dialogic Learning Weekly
The Dialogic Learning Weekly #188
By Tom Barrett • Issue #188 • View online
Hey team. Welcome to the 188th issue of this newsletter. In this week’s edition: how pedagogy relates to technology; provocations about critique and feedback; the benefits of focusing on process

Focus on Process, Not Outcome
I am a process sensitive individual. Whenever I am part of any major sequence of thinking or work, I look for the process to guide me. If it is absent, I tend to suggest something existing, or just build one.
You might be the same. I enjoyed the post (linked below) that explores some of the benefits of focusing on process over just the outcome. It resonates with me because there is often latent knowledge and understanding about the process itself. My workshops and sessions are often punctuated with…
Let’s just be process aware for a second. Pause for a moment and increase your awareness of the choices we are making and how we are creating. What do you think is working well?
Here are some of the key benefits of focusing on process:
  • It eliminates the noise of external factors. Success can follow a flawed effort and failure can follow a flawless effort.
  • It encourages experimentation. When you’re wholly focused on a specific desired result, you’re less willing to try long shots.
  • It will give you confidence. Not confidence that you’ll succeed in the current attempt, but confidence that you’re on the right path to mastery.
  • It puts you in control. You have only partial control over whether you reach a specific external goal.
  • It lets you enjoy and benefit more from whatever outcome does occur.
Focus on process, not outcome by Tom Murcko
How To Give and Receive Better Critique
My attention has turned to feedback and critique again this week. As part of my leadership course on mental models, Build Your Cognitive Toolkit, we have been exploring the dynamic of critique.
Critique is all around us. It is a fundamental aspect of our relationships and communication. An aspect of the course resources includes the following provocations and questions. Why don’t you try them on for size.
  • If critique is not received effectively, it does not matter how good we are at giving critique.
  • How do people in your team respond to feedback? What different reactions do you get?
  • What has your critique and feedback experience been like?
  • How do these experiences shape the way you offer critique to others?
  • Which is your preferred critique protocol or strategy?
  • “Feedback is the breakfast of champions” ~ Ken Blanchard
  • Sometimes the only thing to say when receiving critique is: “thank you”.
  • I am biased, you are biased, all humans are biased. 
What resonates? Drop me a note and share the ideas that resonate with you the most.
Extend your thinking, and exploration of the dynamic of critique, with the blog post below.
It does not matter how good the feedback is
Pedagogy should drive technology. Right?
One cannot first choose a pedagogy and then a technology; pedagogy is 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. All elements inevitably shape the ways in which the other elements are used and experienced.
(The first line of that quote makes me think of the Boromir meme)
I enjoyed this short thoughtful piece by Tim Fawns about the relationship between technology and pedagogy.
It challenged me to reflect on the choices we make in our teaching practice, the interplay of concepts and the view we often share that “pedagogy should always drive technology”.
In the post the author goes on to outline the importance of context and how different the actual experience of learning can be from the intended design. “perhaps context and purpose should be the primary considerations when thinking about how technology is used in your teaching as an integrated part of a pedagogical approach?”
(context + purpose) drives (pedagogy [which includes actual uses of technology])
It is a short post, but it links out to a longer presentation exploring this expanded concept. I found the little equation above has certainly broadened my thinking and challenged some tropes we hear thrown around.
Pedagogy and Technology from a Postdigital Perspective by Tim Fawns
It has been exciting to see pre-enrolments in all of our online courses! We are excited to develop them and can’t wait to launch soon. If you are curious to learn, you can find out more here.
Thanks for joining me and being here. I hope you are safe and well. I have had a bit of a struggle this week, and have been feeling well below par. Trying to keep it all in check, but mainly feeling overwhelmed.
Writing and creating has been a kind of therapeutic and stabilising ritual, as Kai Brach so eloquently puts it. Connecting with you all helps.
Let me know what resonates.
In dialogue we trust
(Yes, I made the meme)
Did you enjoy this issue?
Tom Barrett

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