International Journal of Managing Projects in Business is now online

"I found her diary beneath a tree ..." - Bread

The first issue of the International Journal of Managing Projects in Business has just gone online. It provides broad coverage of all aspects of project management, from strategy to planning and implementation. With a unique and practical focus on project management in business, it is an essential resource for all those involved in the field of project management. I think that e-learning could stand a robust infusion of project management knowledge!

I am a member of the editorial board for this journal and I am currently working on a book review and a paper for submission to it.

Paper on Learning Design Published in Kybernetes

"Don't have the inclination to look back on any mistake" - Bob Dylan

Ranulph Glanville has just edited a special issue of Kybernetes: The International Journal of Systems, Cybernetics and Management Science (voume 36, isue 9/10) on Cybernetics and Design. The hard copy arrived in the post today and it is a very interesting read. I have a paper included co-authored with Bernard Scott, Piers MacLean and Chunyu Cong called 'Cybernetic Principles for Learning Design'.


Title: Cybernetic principles for learning design
Author(s): Bernard Scott, Simon Shurville, Piers Maclean, Chunyu Cong
Journal: Kybernetes
ISSN: 0368-492X
Year: 2007 Volume: 36 Issue: 9/10 Page: 1497 - 1514
Publisher: Emerald Group Publishing Limited
Abstract: Purpose – This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is “learning designs” in the broadest sense. Design/methodology/approach – The approach is based on conversation theory (CT), a theory of learning and teaching with principled foundations in cybernetics. The approach to learning design that is proposed is not dissimilar from other approaches such as that proposed by Rowntree. However, its basis in CT provides a coherent theoretical underpinning. Findings – Currently, in the world of e-learning, the terms “instructional design” and “learning design” are used to refer to the application of theories of learning and instruction to the creation of e-learning material and online learning experiences. The paper examines the roots of the two terms and discusses similarities and differences in usage. It then discusses how the processes of learning design fit into the larger processes of course, design, development and delivery. It goes on to examine the concept of a “learning design pattern”. Originality/value – The paper contends that, whilst learning design patterns are useful as starting-points for individual learning designs, learning designers should adopt the cybernetic principles of reflective practice – as expressed in CT – to create learning designs where received wisdom is enriched by contextual feedback from colleagues and learners.
Keywords: Cybernetics, Design, Learning
Article Type: Conceptual paper
Article URL: http://www.emeraldinsight.com/10.1108/03684920710827445

There are a wide range of papers in this special issue that should appeal to anyone with an interest in cybernetics or design. I hope that the cross over between design theory and learning design will be investigated by other researchers. There is too much good design research to be ignored by learning designers.

The Design-Based Research Collective

"Black skin, red skin, yellow or white ... Everybody needs to read and write ... Everybody needs an education" - The Kinks

I came across The Design-Based Research Collective through Jan Herrington's excellent keynote at AARE 2007. They are "... a small group of researchers who engage in design-based research, often in technology enhanced learning environments. In our own work, we have come to recognize the need to better define the nature, methods, and outcomes of design-based research so that we may more easily share our own research and build on the work of others." You can read more at their excellent web site. You can read more about design-based research, "which blends empirical educational research with the theory-driven design of learning environments, [and] is an important methodology for understanding how, when, and why educational innovations work in practice." in their paper "Design-Based Research: An Emerging Paradigm for Educational Inquiry".

Launch of the International Journal of Project Management in Business

"Through the mirror of my mind ... Time after time ... I see reflections of you and me" - Holland, Dozier, Holland

Emerald are now publishing a new journal called the International Journal of Project Management in Business. The journal is edited by Dr Derek Walker who is Professor of Project Management at RMIT University, Melbourne, Australia. I am very proud to be on the editorial board.

Derek describes the journal’s mission as follows “The International Journal of Managing Projects in Business (IJMPiB) is a peer reviewed journal that is focussed upon stimulating improved project management (PM) knowledge generation, transfer and practice. Its content will appeal to reflective PM practitioners and academics interested in current PM theory and leading edge empirical work. PM has moved beyond being a narrow technical speciality to a way of conducting business—be that for commercial enterprises, not-for-profit organisations or for government and administrative support agencies (Crawford, Morris, Thomas and Winter, 2006). The journal embraces the study of how these organisation currently manage portfolios, programs and projects, and more importantly it offers insights into how PM may be better undertaken to generate value (in its broadest sense) to stakeholders who should gain benefit from project outcomes. … This journal arose out of recognition of the need to extend available sources of published peer-reviewed project management theory and practice. Two well established and well respected journals (the International Journal of Project Management and the Journal of Project Management) are widely available to academics and practitioners in electronic and hardcopy form through library electronic data bases. The International Project Management Association (IPMA) also publishes an annual volume of peer reviewed papers through its member organisations e.g. the Project Management Association Finland. While these existing publications provide a current outlet for the serious review of project management theory and practice, it lags other disciplines in the general management and engineering arena where there are literally dozens of journal titles that are accepted and valued for their knowledge supporting contribution. Further, many of these journals rarely address the practical issues of how scientific, engineering, public policy, health services, and the entertainment for example, actually deliver benefit through projects. Delivering beneficial change through projects lies at the core of value generation and so the aim of this journal is to focus on how a range of industries undertakes and directs the business of project management in delivering its programs of projects within its portfolios of strategic activities. This broadens the business of managing projects well outside its traditional engineering and business ‘home’ disciplines.” (Walker, forthcoming).

I am really exited to be able to read (and be associated with) a project management journal where Argyris and Schon are foundational references.

References

• Argyris, C. (1977). “Double Loop Learning in Organinizations.” Harvard Business Review. 55 (5): 115-125.


• Argyris, C. (1982). “The Executive Mind and Double-Loop Learning.” Organizational Dynamics. 11 (2): 5-22.


• Crawford, L., Morris, P., Thomas, J. and Winter, M. (2006). “Practitioner Development: From Trained Technicians to Reflective Practitioners.”. International Journal of Project Management. 24 (8): 722-733.


• Schön, D. A. (1983). The Reflective Practitioner - How Professionals Think in Action. Aldershot, UK BasiAshgate ARENA.


• Walker, D. (forthcoming). “Introduction to the first issue of the International Journal of Project Management in Business”. International Journal of Project Management in Business. 1(1).
  

Learner-Generated Contexts

"Mercy, mercy me ... the ecology" - Marvin Gaye

Should we conceptualize learners as tourists in zoologicalgardens curated by educators or as explorers in open environments fraught with danger and reward? In other words do we see ourseves as Johnny Morris or our learners as Steve Irwin?

Rose Luckin and her colleagues Jon Akass, John Cook, Peter Day, Nigel Ecclesfield, Fred Garnett, Matt Gould, Tom Hamilton, Andrew Whitworth have published some interesting and much needed theoretical work to frame discussions of education and web 2.0 grounded in ideas of self-organization and ecology. I think they would opt for Steve Irwin!

In 'Learner-Generated Contexts: Sustainable Learning Pathways Through Open Content' they write: "The proposal of a Learner Generated Context arose initially from the suggestion that an educational context can be described as a learner-centric ecology of resources and that a learner-generated context is one in which a user or group of users collaboratively marshal the available resources to create an ecology that meets their needs (see Luckin, R. 2006; Luckin, du Boulay, Smith, Underwood, Fitzpatrick, Holmberg, Kerawalla, Tunley, Brewster & Pearce, 2005; Luckin, Shurville & Browne, 2007 for more detail on the learnercentric ecology of resources framework and for more detailed examples). Through the discussions of the Learner Generated Context group fresh perspectives on thiscontention have developed. For example, both spatial and process issues emerge. These could be described as Changing the learning context and generating learning spaces, and Changing the learning process and the learning context.” (Luckin et al, 2007 p 90).

Elsewhere writing as the The Learner Generated Contexts Group, Luckin et al provide a nice pithy definition: "“A Learner Generated Context can be defined as a context created by people interacting together with a common, self-defined or negotiated learning goal. The key aspect of Learner Generated Contexts is that they are generated through the enterprise of those who would previously have been consumers in a context created for them." You can find out more and add to discussion at the wiki.

I think that the concept of a Learner-Generated Context helps us to start thinking about personal learning environments from a learning and teaching perspective rather than a purely technical one. Supporting approaches like mode two, participative action learning / research and enquiry-based learning with web 2.0 will require its own ecology of models and frameworks. For example, second order cybernetics becomes a useful tool to study and reflect upon Learner-Generated Contexts once we start to view learners as conscious modelers of their own learnings and learning environments. As educators we can teach reflective practice, perhaps using some form of scaffolding, to help learners to become second order cyberneticians in their own right.

Turning to materiality, I think that the ecological metaphor helps to make it clear that virtual learning environments, personal learning environments and other forms of technology mediated learning are part of a wider and more tangible world of books, museums and coffee bar conversations etc that learners inhabit and animate. Sometimes ‘hidden learning environments’ are only hiding in plain sight. Perhaps learning technologisits should get out more ...

Further reading: You can download a great powerpoint on learner-generated contexts. A smart addition to anyone's ecology.

References

• Luckin, R.; du Boulay, B.; Smith, H.; Underwood, J.; Fitzpatrick, G.; Holmberg, J.; Kerawalla, L.; Tunley, H.; Brewster, D. and Pearce, D. (2005). Using Mobile Technology to Create Flexible Learning Contexts, Journal of Interactive Media in Education, Special Issue on Portable Learning .
• Luckin, R. (2006). Understanding Learning Contexts as Ecologies of Resources: From the Zone of Proximal Development to Learner Generated Contexts. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on Elearning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2195–2202). Chesapeake, VA: AACE.
• Luckin, R., Shurville, S. and Browne, T. (2007) Initiating elearning by stealth, participation and consultation in a late majority institution, Organisational Transformation and Social Change Volume 3 Number 3 and Volume 4 Number 1 pp. 317–332.
  

Further reading

• Judy Robertson attended the recent London Knowledge Lab event on learner-generated contexts (I missed it as I was busy migrating) and her reflections on the event can be found on her previous blog. Judy has now moved her blog to typepad. It looks like an interesting platform. http://www.macs.hw.ac.uk/~judy/blog/2007/09/learner-generated-contexts.html

Reflecting on reflection

"have you any dreams you'd like to sell?" - Fleetwood Mac

"The mirror stares you in the face and says baby, uh uh it don't work" - Earth, Wind and Fire

I love reflective practice. The paragraph below is from 'Engaging from the Inside: Reflections on the Value of Social Cognitive Theory for Learning in Online Discussions' by Susan Greener, Asher Rospigliosi and Simon Shurville. We have been invited to upsize the presentation into a journal article.

Why should we reflect? We reflect as part of our natural thinking behaviours (Hall’s “everyday reflective practice” (1997)) as part of what makes us human. From a pedagogical perspective, Schon (1987) emphasizes the ideas of “reflection in action” and “reflection on action”, distinguishing between that which is done in the midst of action and can alter our responses and behaviours in real time, and that which takes place after an action is completed, where new views of reality can be made, producing post facto learning. Here reflection takes on a purposive flavour, a tradition, which includes Dewey and Habermas advocating a deliberate and systematic approach to reflection (Dewey 1997; Morrison 1995). It is this purposive approach to reflection, which can underpin transformational learning (Mezirow 1978; Moon 2000) and develop knowledge (Dewey 1997).

I think reflection is a really important part of 'Critical Technical Practice', which is my prefered mode of work. I was introduced to this concept through Agre (1997a, 1997b) who writes extensively on establishing a critical-technical practice in computing.

Critical-technical practice has four parts:

1. Once a problem presents itself, the practitioner searches the literature—formal, informal, printed, e-published, blogs etc—for insights
2. The practitioner applies insights to the problem in a practical setting
3. The practitioner evaluates and reflects upon the solution and any changes in methodology
4. The practitioner may share the results with their community of practice in the literature.

There are some potential pitfalls for this approach:

Since the literature in question might originate from an associated or foreign discipline, colleagues in one’s own discipline might not take it seriously or feel offended and threatened by its introduction.

Some practical colleagues do not see any advantage to bringing ‘book learning’ to the work place
Public reporting on failure or success can be seen as damaging to an organisation or wasteful of the manager’s time.

Somehow, then, the practitioner either needs to ensure that this method is applied in a way that is non-threatening to their colleagues and their own career or to plan a career change in the immediate post critical-technical practice future.

References

• Agre, P. (1997a) Toward a Critical-technical Practice: Lessons Learned in Trying to Reform AI. In Bowker et al (1997).
• Agre, P. (1997b) Computation and Human Experience. University of Oxford Press.
  Also available at http://polaris.gseis.ucla.edu/pagre/critical.html.
• Bowker, G., Les Gasser, B., Leigh Star, S. and Turner, R., (1997) (eds.), Bridging the Great Divide: Social Science, Technical Systems, and Cooperative Work. Lawrence Erlbaum.
• Dewey, J. (1997). How We Think.Dover edition reprint of 1910 edition. New York, Dover Publications Inc.
• Greener, S., Rospiglosi, A. and Shurville, S. (2007). Engaging from the Inside: Reflections on the Value of Social Cognitive Theory for Learning in Online Discussion. In the proceedings of the 2nd International Conference on e-Learning, Columbia University, New York, USA.
• Hall, S. (1997). Forms of reflective teaching practice in higher education. in R. Pospisil and L. Willcoxson's Learning Through Teaching. Proceedings of the 6th Annual Teaching Learning Forum, Murdoch University, Perth, Murdoch University.
• Mezirow, J. (1978). "Perspective Transformation." adult education 28(2): 100-109.
• Moon, J. (2000). "Reflection in Learning & Professional Development ".
• Morrison, K. (1995). "Dewey, Habermas and reflective practice." Curriculum 16(2): 82-94.
• Schon, D. (1987). Teaching artistry through reflection-in-action. Educating the reflective practitioner. Translated by D. Schon. San Francisco, CA, Jossey-Bass Publishers.