elearnbuzz.com: February 2005 Archives

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February 27, 2005

Conflict Management Resources

I'm going to devote this area to finding resources on dealing with conflict. In my mind, dealing with conflict involves two processes: 1) identification of a potential challenge, 2) coping with an existing challenge. I believe the whole process to be directly tied into emotional intelligence.

The fifth habit of highly successful people suggests to "seek first to understand, then to be understood" (Covey, 1989, p. 235). What a shift in thinking! He goes on to relate how we (mostly) are looking for a reply to what another person is saying that is from our own experience ("I know what you mean ... I did that too ..."). The fifth habit would imply that instead of forming a reply as our number one concern, we should be employing listening skills to understand the other person.

A classmate has posted an interesting article on conflict management and I read through the paper - From Berkeley.

It occurred to me, then to compile a list of resources on conflict management and I will dedicate this blog entry to that.

Posted by Marj at 07:42 AM | Comments (0)

February 17, 2005

Toxic Emotions

I just started reading a book -
Frost, P. J. (2003). Toxic Emotions at Work. Boston: Harvard Business School Publishing.

I was immediately struck by his observation: "there are people who take on the emotional pain of others for the benefit of the whole system" (p. 3). I am in the process of working towards a goal of not taking ownership for the problems of others. This doesn't mean being unsympathetic or not compassionate and understanding; but it does mean that I don't suffer from the problems of others. I am curious as to how this book will address tools and techniques for dealing with toxic emotions. If his premise is correct (and I believe it is so since it seems to be backed by medical evidence) that the human body can become incapable of blocking/dealing with infections/toxic elements when the emotional well-being is at risk, then as members of any system, we must be able to deal with the toxic emotions of others. By dealing, I would suggest that we must learn how not to take it on ourselves and how to help others remove the toxins from their individual systems.

February 15, 2005

Learning Links

From Chris: Feb 15/05
Improving Learning Through Understanding of Brain Science Research

From RRU: Feb 16/05
The Future Learner
Why Hasn't Technology changed Education

Posted by Marj at 10:18 AM | Comments (0)

February 14, 2005

Links for Systems Thinking

From web - Mar. 14/05
http://pespmc1.vub.ac.be/SYSTHEOR.html

http://artsci-ccwin.concordia.ca/edtech/ETEC606/systems.html

http://education.indiana.edu/~frick/siggs.html

http://www.css.edu/users/dswenson/web/System.htm

http://www.ed.psu.edu/insys/ESD/systems/menu.html

http://www.ed.psu.edu/insys/ESD/systems/theory/menu.html

From everybody - Feb 16/05
A Wiki on Systems Theory
More
Systems Primer
More

From John - Feb 15/05
Getting Started with Systems Thinking: Tools for Organizational Change
Systems Thinker

From Lenore - Feb 12/05
Systems Thinking

From John - Feb 12/05
Systems Thinking.org

Posted by Marj at 03:29 PM | Comments (0)

February 08, 2005

Constructivist Instruction and Structure - An Oxymoron?

I've very happy today. I've finally found a paper on how structure (or lack of structure) relates to constructivist instruction.

Luppicini, R. (2000). The Paradox of Constructivist Instruction: A Communicative Constructivist Perspective. Annual Proceedings of Selected Research and Development Papers presented at the National Convention of the Association for Educational Communications and Technology, 23, 298-311.

"Constructivism is not a type of learning, nor is it a teaching methodology" (p. 300). The author thens goes on to confirm my belief that constructivism is a way of thinking that relates to how everyone learns all the time. "individuals constantly construct their learning, whether they are actively pursuring some form of discovery learning or sitting in a classroom taking notes" (p. 300).

The author then presents the paradox, which he describes as the conflict in how instructional content is designed, both for group and individual settings. My own conflict lies in the amount of structure that should (or should not) exist. I am rapidly coming to the conclusion that it really depends on the learning environment itself.

The author presents Communicative Constructivist Perspective (CCP) and expands upon this as it relates to designing education.

"When designing education, it is important to recognize that what constitutes individual learners extends beyond psycho-social processes and our sense of self...educational design requires theoretically grounded proscriptive and prescriptive necessary conditions" (p. 306). He goes on to say that CCP can address the differences in learning styles, self-efficacy, etc.

His key postulates of the CCP perspective include (pp. 306-307):

Critical Orientation
- Not all subjectively constructed mearning will be equally accurate and it is an asset to be able to critically evaluate learning constructions.
Process & Identity Orientation
- Because this real world is subjectively experienced by each individual within a social realm, there is a dual need to develop one's own learning processes and personal/social identity.
Multiple Perspectives
- Many viewpoints or perspectives contribute to a more complete understanding which more closely approaches the truth.
Communicative Orientations
- Constructivist learning often involves students, parents, teachers, and all other stakeholders.

More research to come on this ....

Posted by Marj at 11:37 AM | Comments (0)

February 03, 2005

Authentic Leadership

I received an email today from Books 24x7 and noticed a new book on Authentic Leadership. I started e-flipping through it and realized that it also supports the process we have started.

"Authentic leaders genuinely desire to serve others through their leadership. They are more interested in empowering the people they lead to make a difference than they are in power, money, or prestige for themselves. They are as guided by qualities of the heart, by passion and compassion, as they are by qualities of the mind.

Authentic leaders are not born that way. Many people have natural leadership gifts, but they have to develop them fully to become outstanding leaders. Authentic leaders use their natural abilities, but they also recognize their shortcomings and work hard to overcome them. They lead with purpose, meaning, and values. They build enduring relationships with people. Others follow them because they know where they stand. They are consistent and self-disciplined. When their principles are tested, they refuse to compromise. Authentic leaders are dedicated to developing themselves because they know that becoming a leader takes a lifetime of personal growth."

This has really struck a chord with me - it's not about what I'm not good at - it's about building on where my strengths lie. What's the point in trying to transform myself into someone who is unnatural? That's not to say that I should be blissfully unaware of my shortcomings - I will always have to work at reducing their influence. I love the line - "becoming a leader takes a lifetime of personal growth."

I am really enjoying this process. Self-discovery doesn't have to be a bad thing. I am enjoying finding out how some of my positive traits can be employed towards effective leadership. I am also learning not to run myself down simply because some of my traits are limiting - I will simply continue on my "lifetime of personal growth".

Posted by Marj at 08:38 AM | Comments (0)