Recognizing, defining, developing, comparing learning cultures – possible, mandatory, voluntary?

Learning happens through social interaction. Learning happens everywhere, all the time, in all different ways. Learning processes, environments, participants create learning cultures. Learners gain something when learning but also bring bits of themselves into the learning process and the learning culture. Learning (I believe) is an active process. Learning cultures are formed, they develop, evolve, grow locally, globally, nationally, internationally, culturally, interculturally, multiculturally on land through human contact online through interactive contact. What is a learning culture really? There definitely is not one. What are learning cultures? Where are they?

On the 21^st century online learning is the topic of the day and with that come learning cultures. The internet has brought the world to our finger tips – literally. Everyone has a chance to travel around the world, participate in multicultural interaction, be part of different learning cultures without actually leaving ones home. Does everyone really have that chance to be part of a leaning culture? Does one have a chance to alternate between different cultures or be part of different learning cultures simultaneously?

Before opening the following topic I want to state that I am writing this with utmost respect and my intention is not to disrespect anyone. I'm just curios and wuold like to ponder on this topic and hopefully get some opinions and insights and learn more about online learning cultures.

I read an article in our local news paper (www.satakunnankansa.fi) last week talking about the caste system in India and how even with the caste system terminated in 1950, modern India is still strongly functioning according to the caste system tradition. According to caste system rules it is nearly impossible to move up in the caste system, even in the modern times of social media and not well looked upon if communcating above one's own caste. Even the virtual friends of an individual consist of people from the same caste as the indivifual himself/herself. As a person born and living in Finland the caste system in its totality is hard for me to comprehend and in some perspective I find it sad even, because I think it also limits individuals öearning possibilities. I can't help but think what kinds of communication and interaction opportunities does online learning environments offer to people living in the caste system. Are there different online learning environments and therefore learning cultures formed for the different castes in e-India? Who controls the participants caste when participating in an online learning environment? How does the caste system affect the formation, development of an online learning culture? What if as a M4 task we were to develop an online module for participants belonging to different castes, would that be allowed in the learning culture context? 

In my teacher training studies I am also reflecting my teacher identity; where was I before entering the study program, where am I now, where am I heading.. I am thinking about the same issues in this module but with the multicultural online twist. As a teacher I am all about offering equal learning opportunities for everyone regardless the background, possible economical or social limitations, nationality etc. As a multicultural online teacher I have just started to form and develop my identity but still I can say that core issues also in my multicultural online teacher identity is the possibility to offer equal learning opportunities for everyone. In order for that to be possible there is plenty for me to learn. Of course my multicultural online teacher identity is part of my teacher identity, I get it – now. Never before have I understood or really thought about how many layered my teacher identity is or can be. Recognizing, defining, developing, comparing learning cultures will definitely be a challenge for but also will develop and expand my teacher identity. I will take on this mandatory challenge voluntarily with all the possibilities that will follow.

I don't know if all of the above text really falls under the title above or the topic task 3, but take this as a start of a multicultural online learning culture conversation. I'll be sure to dig deeper into this topic and hopefully end up with a better understanding of the notion of different learning cultures. I mean, aren't I currently member of a virtual learning culture? Am I not now learning in a multicultural online learning environment? 

What is the learning culture of M4? 

My thoughts and reflections on culture, cosmopolitan teacher identity, opportunity and attitude - and expanding one's shoe collection

I read and studied Erika Hepple's (2013) article Developing Cosmopolitan Professional Identities Engaging Australian and Hong Kong Trainee Teachers in Intercultural Conversations. When I was reading the article I found myself reflecting the narratives and reflections of the teacher trainees and the views expressed by Hepple herself on myself as a language teacher teaching students from different cultural backgrounds and language skills, as a vocational teacher student learning in different learning environments and also as a participant in a multicultural online module. Through out my reading process I caught myself thinking about my own teacher identity, my desire to develop my teacher identity towards being more cosmopolitan and also my desire to expand my knowledge and understanding in the field of online education. While reading the article I also considered the intercultural and multicultural aspects of the teacher education curriculum and the school system we have here in Finland.

The research question guiding Hepple's study was ”Does engaging international and domestic trainee teachers in structured intercultural conversations help them develop more cosmopolitan professional identities?” My first thought was: “Of course! - continuing with - “Not necessarily.” I think key things in learning are opportunity and attitude. If one is given an opportunity to learn, it's up to one's own attitude how the opportunity is best used for one's own advantage. I think an open mind, a desire to learn and a will go the extra mile – whether in your own shoes or in somebody else's - is a good state of mind in one's journey on the path of life long learning.

Harrington (2010) states that ”each student brings their own specific culture to their education”, whether gender related or not. Thus one can state that every classroom, and in my opinion an online e-learning classroom / environment included,”contains layers of multiculturalism and diversity. This is why educators, teachers must ”think outside their comfort zone and area of knowledge to develop a meaningful learning for all their students”. In today's world when one thinks of a learning situation one must also think of a multicultural learning. They say, the world is small nowadays. You can easily travel from one country to another, contact, talk, chat with a friend via phone, internet etc. You can study in different languages in different countries, in different cultures even within one country. People, education and cultures interact and are intertwined. Today's teachers need to be ”multiculturally equipped” in order to act in today's varied multicultural learning environments. If one's country's teacher education curriculum does not offer interaction with cultures then it's up to self to find different paths to develop one's teacher identity towards being more multicultural and cosmopolitan. I think for a teacher to develop one's teacher identity depends on one's – not the intercultural and multicultural study opportunities alone – but on one's want and willingness to walk in someone else's shoe and will to expand one's shoe collection i.e. will to expand one's understanding and awareness on multiculturalism in learning – and teaching – by actively participating in intercultural and multicultural learning modules, learning environments and opportunities. I agree with our latest M4 module participant Annie khan's statement in her blog (learningisthekeytosuccess.blogspot.ae) “Getting multicultural learning opportunities open the minds and hearts which is important for the learning process”.

”Does engaging international and domestic trainee teachers in structured intercultural conversations help them develop more cosmopolitan professional identities?” Hepple's study shows that intercultural conversations offer opportunities for dialogic interaction with cultural other. Marchenkova (2004) states that ”dialogism offers a socialcultural perspective of knowledge being formed dynamically in and through interaction”. In Hepple's study through these face-to-face conversations the participants extended their cultural and linguistic understandings and increased their knowledge of each others educational context. In her article Hepple also talks about the importance of guided reflection on intercultural conversation experiences and in developing professional identity. Through their reflections the participants could reflect on how the expectations they had turned out to be incorrect for example on the language skills of the Hong Kong participants. Through this experience the Austaralian trainees now have ”a broader view of the linguistic capabilities of speakers who use English as an Additional Language”. However, in relation to what I said earlier – learning is about opportunity and attitude. In Hepple's study, there was one Australian participant who stated in his reflection that he “did not bring much out” of the meetings with the Hong Kong students. Was this because he did not have an open mind and the will to walk in someone else's shoes? Was he happy with just his own shoes and didn't want to expand his collection? Did he feel his teacher identity was already cosmopolitan enough? I'd like to interview Harry – about his multicultural shoe collection. I wonder whether all his shoes are Australian?

I've worked as a language teacher teaching English and Swedish to Finnish students but also to students who don't understand Finnish nor English, students who use English as an Additional Language. I've taught English and Swedish to students with various nationalities and mother tongues and different levels of language skills. I've worked with teacher's aid from Russia. I've taught Finnish and Swedish to American children. I've studied Italian in English in America (and now both my sons study all subjects in English in Finland, expect Finnish of course.) Now that I think back on my experiences as a language teacher (and a student ) I can see I've acted like some of the Australian trainee teachers in Hepple's study. In Hepple's study some of the Australian trainees ”noted making some slight adjustments to their speech” when they were talking to the Hong Kong trainee teachers due to their ”stereotypical expectations of language weakness” with the Hong Kong trainees. I now realize I have done the same with some of my students with different cultural backgrounds. And with some of my foreign friends I still do it; I think about and adjust the level of language I use when interacting with them, especially when interacting online. This module has already changed the way I think about and reflect on things; learning, multicultural learning, e-learning, the importance of reflection. Never before have I given much active thought to these issues. I'm intrigued to say the least.

In their reflections the trainees in Hepple's study also talked the body language in communication. We all know body language is part of communication. In Hepple's study some of the Australian trainees found it ”difficult to interpret meanings across culture”. The trainees expected to have to use body language cues but were unable to understand what the Honk Kong trainee's cues meant. I'm thinking this must be a cultural thing. I once had a Bulgarian boy come into my English class and as I was explaining to him something and then asked whether he understood the task he would smile and shake his head from left to right which in Finland means “no”. I was confused, asking him to reply with words. Again the boy smiled, shook his head from left to right and said ”yes”. In Bulgaria shaking your head from left to right means “yes” and nodding means “no” whereas in Finland this is the opposite. After clearing this cultural cue difference communication between the boy student and I became more clear. I'm feeling a tad more cosmopolitan already.

A multicultural situation is a situation where a heterogeneous population is trained. This kind of situation means new problems when it comes to the level of organizing; which ICT-tools to use, what will the working language and the working hours be, what is the shared knowledge and the cultural background of the participants etc. Bhattaacharya & Jorgensen (2004) state that ”cultural identity offers new educational challenges”. What is culture? ”I think that the first and most important lesson of culture is that it belongs to the people, it belongs to us, it is what we make, and we have tools now more than ever than we did in the past to make culture”. (Downes, 2012)

Learning cultures are affected by many variables. In the past learning cultures were teacher-centered and content-driven where as today's developed learning cultures allow dialogue, interaction, collaboration and reflection. The past teacher-centered learning culture does not produce learning that is needed in the 21^st century multicultural knowledge society. Instead today's developed learning designs ”create a solid starting point for the group to collaboratively create a multicultural 21^st century learning culture”. (Teräs, Leppisaari, Teräs & Herrington. 2012). Hepple's states in her article that because “schools have become increasingly culturally and linguistically diverse”the teachers need to be “able to communicate and relate interculturally” hence the need to develop more cosmopolitan identities. The growing multiculturalism in classrooms is seen also here in Finland. More and more classrooms have students with different nationalities, backgrounds and cultures. I agree with Hepple, intercultural education should be an essential component of teacher education programs. For me M4 module is part of my vocational teacher education program. For me M4 module is an opportunity. Like Annie khan I'm hoping that through this course “my understanding and awareness with Multicultural e-learning will improve further”. I now have the opportunity to learn, to develop my teacher identity, to expand my shoe collection and – Oh, and do I love shoes – regardless the country of origin! 

Me and my shoes

My name is Jonna and I'm 37 years old. I'd like to say young, because I think age is a state of mind, age gives you wisdom, life gives you experiences, age does not define who you are, you do, your personality, your presence, your behavior.  I still feel like I was in my late twenties, yet loads wiser ;) Some might call that denial and predict I'm heading for my forties' crisis but hey, whatever life throws at me, I'll be ready.

I'm a Finn. I come from and live in a city called Pori. Pori is located on the west coast of Finland. I grew up here. I was raised by a single mom. I've definitely got my high working morals from her. I had a normal childhood with school, free time, friends and hobbies. My dad moved to Sweden when I was about six. My older brother and I used to visit him a few times a year, on school holidays. I got used to travelling abroad and meeting people with different cultural backgrounds.

I'm a mother of two boys, Kristoffer and Kasper. My fiancé also has a daughter who stays with us every other weekend. I teach full time and now also study at the Tampere University of Applied Sciences. Besides working by time is consumed by driving my boys to their hobbies, cooking, cleaning, doing the groceries, laundry etc., taking the time for myself to go the gym or jogging, plus there is my significant other who requires attention as do the kids, so sometimes it is hard to find time for studying, reading, writing, blogging.. but I'll make it work. It's the early hours of the mornings and late hours of the evenings which I have to utilize and sometimes, like today, when the writing bug bites you just have to usher kids out the door to do some activities, close the kitchen door, pile a few pillows on the low chair and start typing..

After finishing the Finnish high school in 1995 (our school system is somewhat different than in the US or the UK), I spent a year as an au pair in Chicago, Illinois, USA. A great multicultural year spend with both local Americans and many other au pair girl from Norway, Germany, Brazil, France.. After returning to Finland I studied English Philology for a year and a half at the University of Turku. After this I taught English at an adult college and some course also in a vocational school. Before my life path took me back to Pori I spent three months in Australia, gaining cultural experiences. When the millennium changed I was at the most easterly point of Australia.

Back in Pori I started working at the field of retail and marketing and started studying at the Polytechnic and got my BBA degree in Marketing (2003). At the same time due to family (now ex-husband) work engagements I moved to the US (and partly to Canada) for over two years, my first son was born right before moving. This time of my life was pretty hectic; twelve moves in four different countries within three years while getting married, having two kids, getting my degree, getting divorced, returning to working life. My second son was born in Sweden, to where my family moved less than a month before I was due. After a few months it was time to return home.

Since then (2005) I've been back in Pori. I started teaching English and Swedish at a junior high school. I did not and still don't have my diploma from the uni but I'm now on my to being a qualified teacher on my other field of expertise. Though, I have to say, as much as I seriously do appreciate and value education and being qualified, at the same time I also strongly feel that not all teaching or successful teaching is done with just a diploma. I think one's desire, life experience and personality is a huge part of teaching. I've had the desire to teach since I was little. But this is a whole other topic. I got a tad sidetracked.

I taught English and Swedish for five years and during the last three years. While working as a language teacher I studied at the open university the basic studies of pedagogics and adult pedagogics. Besides the so called normal students (I mean what is normal these days?) I had students with learning difficulties, behavioral difficulties, with foreign backgrounds and language barriers integrated into my classes. I think that's why I'm very keen on the topic of multiculturalism, not just from the teachers' point of view but also from the students'. I'm interested in integrating students with different cultural backgrounds and different language skills into same classes and study groups. And I'm also interested in looking into what sort of possibilities or obstacles these students have. Could multicultural eLearning be expanded into junior high school, college, vocational schools, polytechnics.. What kind of opportunities does the e-learning environment offer..?

You'll have to excuse my thought process. It just hops from one path to another, returns to a previous corner and takes a left turn when the right turn would probably have been more structured. Bear with me.

Currently I teach at a teaching unit of child protective services. I teach junior high school aged children who live in child protective facilities and children who live at home but are unable to study in a normal learning environment. My current job is very demanding as I teach all the subjects on the schedule and teach grades eight and nine simultaneously. I use computer programs and for example information search on line as a teaching tool. I think now I'll be looking more into different possibilities of e-learning.

My shoes reveal quite a lot about my personality at once; colorful, bright, comfortable, outgoing, loud, odd even. That's me. As a multicultural teacher, like my shoes portray, I accept and appreciate diversity. I'm all about learning about new cultures, new ways of thinking and learning and processing etc. I like to think of myself as a world's citizen (We have this saying in Finnish). Geographically I've been to places, travelled to different continents, been to the US, the UK, Australia, Jamaica, Italy, Germany, Sweden, Latvia.. But from the multicultural e-learning point of view my journey is just starting. My narrative concerning multicultural e-learning is quite short still, but I believe the narrative will get longer by the day with the help of my peers :)

My online study background is flat – just like my shoes (in the pic). This does not mean I never wear high heels, I do, in real life. And now I'd like to start wearing high e-heels in the online reality as well. This is my first actual online course I've enrolled in. I was a little hesitant at first, since I'm aware of my flat IT-skills. But the module content and the multicultural aspect was and is very appealing as is the opportunity to learn something new. I already managed to set up a blog. For some it's as easy and as common a thing as having tea in the morning but for a person like me who has a type of a IT-phobia it was a big thing.

By taking this module I'm expecting to gain  and form a comprehensive understanding of the whole field of multicultural e-learning, the enablers and factors that affect multicultural e-learning. I'm hoping to increase my multicultural awareness and deepen my understanding of the meaning and role of culture in e-learning.

I'm also very excited about the opportunity of peer learning and looking forward to learning new practical IT-skills in the form of blogging and expanding my comprehension of terms such as benchmarking.

Like I said on my post ( http://www.jonnaantila.blogspot.fi/ )  mine and my shoes' first impression of the module content was very overwhelming. This is probably due to my shoes poor IT-skills or rather the lack of online study experience. Taking a course online is challenge in itself for me and my shoes. My shoes are pretty nervous and hesitant about new technologies but willing to learn new things. My shoes are excited about the multiculturalism and student diversity. My shoes do not understand all the terms, concepts and contents of the module but are brightly confident that the key features of multicultural e-learning will become more clear after a few mile on the online road.

My shoes are ready and eager to grow some serious e-type heels and in order for that to happen I'll be definitely looking forward to, hoping and needing diverse learning support both theoretical (terms, concepts, contents) and practical (blogging) from my peers.  

May I have the permission to take a walk in your shoes?

First impression of the course content

I spent this morning reading through the module description, working methods, activities and assessments of the Multicultural Authentic eLearning- course and I have to say I got a little overwhelmed. It took a while for me to actually comprehend the text with its new (for me) words and concepts. But after a careful read and thought process I think at the end I now have a fairly good understanding of what the course is about. Though, I have to confess there are some terms I am not yet familiar with but hoping they will be clarified with concrete examples as we proceed our collaborative learning on this course.

I am a type of a person who makes lists both at home and at work; a to-do-list, a shopping list, remember this-list, things to be discussed during lesson- list etc. And now being back at school I find myself making lists. Lists sum up and clarify things for me i.e. for example a list of key words. Therefore while reading through the module description etc. I made a list of key words. This is just my list, but I hope it will be of some help to some of you.. unless, every other one you is already an IT wizard. Personally I am not. This course will truly be a challenge for me, but who doesn't like a challenge. Plus I do need to update my IT skills and this course will force me to do it. Already I've done something I'd never done before; an internet blog.

I guess some of the things above already tell you something about me, but I will soon get back to you with 1 Topic task / Identity task.

Till then.. Here is my list of key words:

MaEl-2013

Key words:

Module description

the implications of multiculturalism

the collective identification, development and employment of pedagogic tools

the enablers and factors affecting multicultural e-learning

the multicultural professional identity building

the collaborative construction of knowledge

peer learning

the analysis, reflection and comparison of intercultural experiences

the meaning of culture in e-learning

a multicultural virtual community

Working methods

the internationalisation of educational institutions

the professional development of teachers

the virtual mobility of students

the globalisation of education

multiculturalism

education

peer learning

peer development

reflection and evaluation

increasing multicultural operational environments

the exchange of ideas, knowledge, experiences and emotions

eBenchmarking

online learning

shared learning

collective learning

collaborative learning

interaction

collaborative activity

Peer pairs / small groups

peer learning and collective learning channels

blog

the e-benchmarking method

the common understanding of the examined phenomenon

a peer community

the areas of foci

personal development

reflective learning

How can authentic learning principles/criteria be developed, or re-designed, for multicultural contexts?

ACTIVITIES

Topic task (reflection tasks – individual tasks; self-reflection and collective/ collaborative tasks; learning community)

• reflecting the module's themes
• mirroring module's themes against one's perceptions, feelings and experiences

Identity task (reflection task, individual self-reflection)

• processing an identity perspective
• considering one's growth as teacher / professional
• e-learinng point of view
• 150 words per topic

Development task

• the concrete development of one's own online teaching work
• an authentic development project
• close peer collaboration
• peer benchmarking
• producing new educational material (a course / a smaller module) or modernise / redesign educational material or a previously designed course module
• applying the principles of multicultural authentic e-learning

ASSESSMENT

a) self-evaluation

b) peer evaluation

c) expert evaluation

Oh, and do have a question for you:

Could someone please explain what does the term benchmarking / e-benchmarking in practise mean?
I am no IT wizard and have some to learn even when it comes to the vocabulary. Would truly appreciate the help. Thank you! j