T3 IDENTITY TASK

The difficulty of definition

What is culture? What is learning cultures? It is hard to define the concepts of culture and learning cultures. There really isn't one solid definition. Teräs & co. (2012) state that ”culture” is not easy to define and that ”Culture is a complex concept, and learning cultures are affected by many variables” Also according to Rutherford and Kerr (2008) when it comes to culture ”there are multiple definitions”.

”Culture consists of patterns, explicit and implicit, of and for behavior, acquired and transmitted by symbols constituting the distinctive achievement of human groups, including their embodiment in artifacts; the essential core of culture consists of traditional (i.e., historically derived and selected) ideas and especially their attached values; culture sysmtems may, on the one hand, be considered as products of action, on the other as conditioning elements of furhter action” (Agar, 2002, p.115).

”Culture … is that complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits aquired by man as a member of society.” (Tylor, 1924 [orig.1871]).

Rutherford and Kerr (2002) state that even though ”there are numerous definitions, they all refer to four fundamental properties of culture”: Culture is holistic, shared, transmittable and evolving. Street (1993) has referred to culture as being a ”verb”, not a ”noun” which clearly sees culture as dynamic - culture is constantly constructing itself.

”Culture is communication and communication is culture” (Hall, 1990, p. 186)

”Culture is something you create, a coherent connection of differences..”

(Agar, 2002, p. 127-128)

Quite honestly, I find the definition of culture difficult. I do comprehend the definitions above and crasp the idea of culture. I also share the understanding of culture as dynamic and constantly evolving. Still, I have to admit that if someone was to stop my shoes on a street and ask me what culture is, I don't know if I'd be able to give one straight answer.

Does anyone share this difficulty of definition?

Changes in learning cultures

”Learning culture is defined as a set of shared beliefs, values and attitudes favourable to learning” (http://www.oecd-ilibrary.org/education/innovative-workplaces_9789264095687-en)

I already wrote some of my thoughts and reflections about learning cultures on my previous blog post Recognizing, defining, developing, comparing 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?”

Learning cultures in Finland have changed quite a bit over the decades. When my grandmother and mother went to school learning cultures were very teacher centered; behaviourist learning concept was present and learning was more of a subject based passive adoption throug individual learning process. Rules and discipline were strict and techers were ”on the podium”, often literally in the classrooms. Students were to sit quitely and learn by listening. Learning cultures were formed by teachers and other educational staff, students were not involved. Collaboration between teacher and students were nearly non-existent. Teachers had all the answers.

When I was in comprehensive school much of the behaviourist learning concept was still present. Though by highschool learning cultures started to change towards being more student centred with constructivist learning concept and collaborative learning processes. Teachers started to ”come down” from their platforms and interaction between teachers and students became more possible and accepted. Students were encouraged to take part in lessons and be active. Students were (and are nowadays) encouraged to learn by doing. Students started to become more involved in their school through student counsils and collaboration with teachers in forming learning environments and learning cultures became possible. Internet and computers started to bring their own flavor and possibilities to teaching, learning and learning cultures. Colour i.e. students from different nationalities and backgrounds in the classrooms were still rare.

Today we are living in the multicultural global diverse 21^st century and learning cultures have had to adapt. At least in my experience they have. I think learning cultures today are often multicultural, flexible and diverse. There are different kinds of combined studies and special educational paths to choose from. Today learning cultures offer more possibilities and opportunties and take individual needs more into consideration. Constructivist learning concept, student involvement, active learning, learning by doing, online learning, collaboration, teamwork, individual consideration, interculturalism, multiculturalism, social interaction, innovation, reflection, assessment are part of today's learning cultures.

When talking about learning cultures one aspect I want to talk about (due to my past and current work experince) is the equal learning opportunity. In the past all students in the same class had the same curriculum. If you couldn't read or had other disabilities or learning problems or lack of language skills you would just ”fell of the ladder”. Today equal learning opportunity is stressed and offered. There are different kinds of support tools that are used to keep students on the ladder and help even the troubled ones up the learning ladder. I mean this is how it supposed be at least. In my opinion. What do you think?

Education online

The first time I touched a computer was in the early 90's in the IT lab in junior high school. The first time I surfed in the Internet was a couple of years later in high school. In the late 90's at the university I still searched information from books, but also started to get familiar with the amazing world of the Internet search. In the early 21^st century in Polytechnic Internet search was in full bloom and Polytechnic already offered course information online, no actual online courses yet, though I was able to carry out a course online (email correspondence) from across the ocean before graduation in 2003. I attended a course at open university in 2006 and all of the course material was online, though the actual course was carried out by face to face lessons and pair work. I think this is when I first became aware of the existence of online education.

This module is the first actual online course I've taken so you could say I'm wearing my training shoes when it comes to learning online. For many years I've of course been aware of the education possibilities online. Through this module I've become more aware of the vast and varied possibilities of education online. ”Education technology and oline interaction tools are still new for a great part of teachers” (Teräs & co. 2012), myself included. Of course the vast development and distribution of technology and shared education has made the rapid and worldwide development of education online possible.

I think you could say online education has exploded i.e. Today there are thousands of course options to choose from in different schools, organizations, in different languages, different coutries. Nowadays, it's not the lack of supply in education rather it's the oversupply. Or is it?

Can't help but think that if computers, the Internet and online education was never developed and distributed worldwide this M4 module would have never taken place.

My shoe collection would have been so much poorer.

                                  fyi; pic only a metaphor; not my actual feet nor shoe collection ;)

                                     

Creating a learning culture

In his article How to Create a Positive Learning Culture Paul J. H. Schoemaker states that no one has all the answers which according to him is a good thing. I'm the first to admit to my students if I don't know something. I always encourage them to find answers (online or elsewhere). Schoemaker gives suggestions on how you should approach creating a better learning environment and thus in my opinion a positive learning culture. Even though Schoemaker is giving suggestions for creating a genuine learning culture at work I think these suggestions can well be applied to learning environments else where i.e. classrooms, online learning environments etc.

1. Make learning a daily habit
2. Don't be defensive – confront failings honestly
3. Allow mistakes and celebrate them at times

(Schoemaker, 2012)

According to Schoemaker ”leaders [teachers as leaders in classrooms and virtual learning environments] should be the focal point as well as champions for learning” and see ”that mistakes become sources of new learning”. Schoemaker also sees ”mistakes as valuable sources of learning”. In my vocational teacher studies we are bringing a method from the business world called Appreciative Inquiry into teaching and creating positive learning environments and learning cultures. The main idea of the AI-method is that you focus on what could be instead of what could have been; in a learning environment you don't focus on what the student hasn't done or doesn't yet know, instead you focus on what the student already knows and can and build on that knowledge; you focus on what the student can be and could be instead of what (s)he can't.

This method spiced with positive feedback, looking at each student as an individual, offering students cultural experiences also outside the classroom and creating ”opportunities for meaningful interaction” (Kogin, 2011) by encouraging them in their studies towards collaboration and teamwork is the kind of learning culture I as a teacher want to create and promote.

I also strongly believe that ”supporting the development of learner's self-confidence is essential in a new type of learning environment” (Teräs & co. 2012) In my opinion an important method in promoting learner's self-confidence is AI-method positive feedback included.

Ap-pre’ci-ate, v., 1. valuing; the act of recognizing the best in people or the world around us; affirming past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems 2. to increase in value, e.g. the economy has appreciated in value. Synonyms: VALUING, PRIZING, ESTEEMING, and HONORING.In-quire’ (kwir), v., 1. the act of exploration and discovery. 2. To ask questions; to be open to seeing new potentials and possibilities. Synonyms: DISCOVERY, SEARCH, and SYSTEMATIC EXPLORATION, STUDY.

(http://appreciativeinquiry.case.edu/intro/whatisai.cfm)

”Appreciative Inquiry is about the coevolutionary search for the best in people, their organizations, and the relevant world around them.”

(Cooperrider, D & D. Whitney, 2005)

I can easily transfer the above statement into learning cultures; Creating a positive learning culture is about concentrading on the best of students and the relevant worlds, cultures and learning cultures around them. Make sense?

Developing as a multicultural teacher

”Teacher identity is a useful research frame because it treats teachers as whole persons in and across social contexts who continually reconstruct their views of themselves in relation to others, workplace characteristics, professional purposes, and cultures of teaching. [Teacher identity} is also a pedagogical tool that can be used by teacher educators and professional development specialists to make visible various holistic, situated framings of teacher development in practise.”

                                                                                                                   (Brad Olsen, 2008)

I touched the identity task in my previous blog post:

”In my teacher 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 me but also will develop and expand my teacher identity.”

Like the 20 participants in Walton and Vykovic's (2003) study I am an Internet novice and education technology and online interaction tools are still quite new for me. This is mind I stated earlier having training shoes on. Well, no one has the training shoes nor wheels on forever. I believe in lifelong learning. I also believe that learning is about opportunity and attitude. I believe I can develop as a multicultural teacher by further learning about online learning environments, cultures and tools. I also think that - by familiarizing myself with, observing and learning about different, foreign, intercultural, multicultural school systems, learning environments and learning cultures (f.ex. with the help of Table 4 chart) and if possible take part in teacher trainee exchange in multicultural learning environments and cultures - I will develop as a multicultural teacher.

References

Agar, M. (2002) Understandinf the culture of conversation. New York: Perennial.

Hall, E.T. (1990) [orig. 1959] The Silent Language (4^th edition). New York: Anchor Books.

http://appreciativeinquiry.case.edu/intro/whatisai.cfm

http://www.oecd-ilibrary.org/education/innovative-workplaces_9789264095687-en

Cooperrider, D & D. Whitney. 2005. Appreciative Inquiry - A positive revolution in change. Berrett-Koehler Publishers Inc. San Francisco.

Kogin, N. 2011. Supporting Cultural Diversity in e-Learning. Uploaded 20.2.2011. Retrieved 19.7.2013

Olsen, B. 2008. Teacher Education Quarterly, Summer 2008. Introducing Teacher Identity and This Volume.

Rutherford, A. & Kerr, B. (2008). An Inclusive Approach to Online Learning Environments: Models and Resources. Turkish Online Journal of Distance Education 9(2), article 2. Retrieved 14.2.2013 fromhttp://tojde.anadolu.edu.tr/tojde30/pdf/article_2.pdf

Schoemaker, P. J. H. How to Create a Positive Learning culture. Last updated June 26, 2012. www.ink.com

Street, B. (1993). Culture is a Verb: anthropological aspects of language and cultural process. In Graddol, D., Thompson, L. & M. Byram, (Eds.) Language and Culture. BAAL and Multicultural Matters, Clevedon, (pp. 23-43).

Teräs, H., Leppisaari, I., Teräs, M. & Herrington, J. (2012). Facilitating the development of multicultural learning communities through authentic e-learning. In Kommers, P., Issa, T. & Isaias, P. (Eds.) Proceedings of IADIS International Conference on International Higher Education (IHE 2012) (pp. 29-36)

Tylor, Edward B., 1924 [orig. 1871] Primitive Culture. 2 vols. 7^th ed., Brentano's, New York.

Walton & Vykovic. 2003. In Rutherford, A. & Kerr, B. (2008). An Inclusive Approach to Online Learning Environments: Models and Resources. Turkish Online Journal of Distance Education 9(2), article 2. Retrieved 14.2.2013 from http://tojde.anadolu.edu.tr/tojde30/pdf/article_2.pdf

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