Anyone out there working on the big essay. I've been off the blog for a week, not purposefully but found all of my study time trying to piece together my ideas for the assessment piece. I am struggling with the Harvard referencing system. Yes it's in the hand book, but there are still grey areas for me. The hardest task however is getting it down to 750 words.
Anyone else struggling to get this done?
Saturday, 21 April 2012
Friday, 6 April 2012
Summary of Part 3, Module 1
In part two I looked inward at the ideas on reflection within my practice. Using what I learnt here, in part three I change my focus and look outward in my practice. My atention was on the ideas of others in my practice and my position in relation to them. It was about looking deeply and analysing my professional networks. The first obvious place to start was the appearance of my current networks, using images and words, I composed a detailed view of my currrent networks. This helped me to know when I am and then realise where i want to be in relation to my networks. the next task brought me to the concepts and theories behind networking. Here I was able to practice writing and citing, as well as critical reflection. Critical curiosity being the ethos of the piece of work, I read and reflected on the ideas of the theorists. This then lead me to the exploration of their relevance to my practice. I then concentrate on 'connectivism' and look at my most important sources of information, this then takes me to exploring other BAPP students ideas of sources, so as to learn from them. My final tasks gets me critically reflecting on blogs and focus on some emerging questions from he module. This is important as I now realise, it's all gearing up for my assessment piece I am about to write.
My learning
I now understand the in-depth and detailed analysis critical reflection provides me with. This reflection process I talk about, keeps my thoughts, plans and decisions well informed. Through careful consideration in reflection I am able to grow my ideas and come to more rounded decisions.
I have developed a method that provides me with a view of myself I couldn't comprehend before. I recognise where i am in my network and where I need to be. Further more, I have an understanding of the concepts and methods that will enable me to achieve my future networks. Using the ideas given to me b the theorists in reader three, I can progress my professional practice.
Connectivism is important to me, it enables my to keep my knowledge up-to-date and enables me to keep learning and upgrading my ideas. Communities of practice could be the key to making new networks, I need to interact within the communities of my future networks. Most importantly, the realisation that the quality of the connections between my networks is important. The better the quality, the better the information or relationship.
There seems to be a unification between the three parts in the module, I keep seeing themes of the of each part of the module in my work on other tasks, more importantly I am starting to notice the concepts given to me in my practice. This merging or unifying of the separate learning in each part is important I think, it acts as an umbrella of understanding over my practice. I can know willingly allow my understanding of communication technologies, reflection and networking leads me to a better quality of performance within my professional practice.
I have learnt about myself. My professional and academic voice is developing, what was once lacking, I now feel is growing and developing. That's not to say I have arrived, but then do you ever. Instead a new awareness is ever present, not only in my studies but in my practice. There is a certain professional confidence now showing it's face within my work that was some what absent before hand.
My learning
I now understand the in-depth and detailed analysis critical reflection provides me with. This reflection process I talk about, keeps my thoughts, plans and decisions well informed. Through careful consideration in reflection I am able to grow my ideas and come to more rounded decisions.
I have developed a method that provides me with a view of myself I couldn't comprehend before. I recognise where i am in my network and where I need to be. Further more, I have an understanding of the concepts and methods that will enable me to achieve my future networks. Using the ideas given to me b the theorists in reader three, I can progress my professional practice.
Connectivism is important to me, it enables my to keep my knowledge up-to-date and enables me to keep learning and upgrading my ideas. Communities of practice could be the key to making new networks, I need to interact within the communities of my future networks. Most importantly, the realisation that the quality of the connections between my networks is important. The better the quality, the better the information or relationship.
There seems to be a unification between the three parts in the module, I keep seeing themes of the of each part of the module in my work on other tasks, more importantly I am starting to notice the concepts given to me in my practice. This merging or unifying of the separate learning in each part is important I think, it acts as an umbrella of understanding over my practice. I can know willingly allow my understanding of communication technologies, reflection and networking leads me to a better quality of performance within my professional practice.
I have learnt about myself. My professional and academic voice is developing, what was once lacking, I now feel is growing and developing. That's not to say I have arrived, but then do you ever. Instead a new awareness is ever present, not only in my studies but in my practice. There is a certain professional confidence now showing it's face within my work that was some what absent before hand.
Wednesday, 4 April 2012
TASK 3d - Critical Questions and Issues that emerge.
What ideas have come up about my networks and sources? I have mentioned this in my last few blogs on the tasks on networking, the ethos of my network is definitely one of the future. It seems that I now need to look to create a network that points me to a future practice and supports me with advice and knowledge, and aids my transition from actor to teacher, if education is what I finally decide.
Do I share the same ideas as others in my practice about my network? Yes, comments (some below) and my blog on networking theories helps me answer this. I carried out a networking questionnaire, it helped me see the views of other practitioners and their likening to my ideas.
Does communicating my ideas shift my thinking or planning in my practice? Sharing and comparing my ideas to others, leaves me with a feeling of well informed thoughts or decisions. It allows me to explore and bounce off other like minded practitioners. The concepts given to me in reader 3 help me understand the importance of this, from my meaning of practice ideas to my engagement in a learning community, being apart of my network informs my ideas for my practice.
Does critical reflection aid me to know what really matters and what action needs to be taken? It's in the breaking down of the events and the analysing process that reflection brings, that helps me to know what ideas are important in my work. It does this by externalising my thoughts about my practice, so i'm able to revert back to my work and see what is highlighted. Once i see the important aspects of the reflection, new ideas are born. I found this discovery in my blog on reflective theories.
To what extent do concepts and theories assist my thinking within my ways of networking? And does this difference have a purpose to you? Concepts and theories allow me to engage in my network with a sense of knowing, mentioned in my network theory blog (linked above), the concepts have given me a heightened awareness of the theories behind networking. This difference in my approach to my network is extremely important as I now recognise a sense of command over my networks that was absent before.
Am I left thinking differently prior to this part of he module? I now have a clear view of where i am in my practice and where I want to be. Through detailed reflection on my current networks I am able to know my position in my practice, this aids me to realise the changes that need to be made and the directions that will take me to a network that suits the future of my practice.
Below are some comments of critical reflection I have been making on the work of others on the BAPP programme. I looked at making and taking critical reflection this blog post. It has taken some time to practice and develop and professional, critical tone in my comments.
"Didn't think of my agent as a source of information, but of course they are... I wondered, you talk about google giving you information, do you ever use it as a source to inspire your work? I find the information on google can help me make character decisions? I wondered if you used the information to base any decisions on your art"?
"This is a great post Simone, it really supports this idea of not just moving up through your networks but sideways and out. Unlike performing where its generally about moving up and progressing. I'm finding it essential to network sideways to other teachers, so I can rely on their experience.
This inter-connection you talk about. Do you think it happens naturally or is there away of making it work that way? I wonder if there is a benefit to connecting all your individual networks"?
"A well worth thing to do is to look deeply into your networks. I found it really useful, it helped me visualise my network and see its full potential. Has this post brought your attention to something within your networks or highlighted what needs to be done for the future"?
"I have the same reservations about twitter Hannah, it's a networking step too far for me. How do you feel on the break down in privacy this sort of Web 2.0 platform can bring? Do you have any concerns with people knowing too much"?
"Great post, isn't it exciting to see your learning in your practice.
I think it does exist naturally in what we do. Improvisation is what we do as the art or expressive bit. The structure comes when we use our creativity to communicate with others. Both themes need each other to survive - maybe?
Thoughts"?
"I think you should write in the journal the way it naturally comes. I think it's maybe not so much about how you write something, but the action of allowing thoughts to roll and ideas to develop. It's a place you can go and just release your feelings. I found the deeper I go the more the journal content gets interesting.
What do you think?
I think the difficulty with it is knowing for sure what you want to do. Then the tittle can colour this for you. The difficult thing is making it as diverse as possible so you can get everything out of it. From reading your blog your practice seems to have many faces. The tittle needs to reflect this too"...
"I think knowing your learning style is important. Tharp talks about knowing who you are is important as it means you can play to your strengths. I do like regularity and I enjoy having structure. I'm not sure this means I'm searching for the 'right' way of doing things. I think that if the foundations of my learning has a pattern, it could suggest that I have a comfortable platform in which to be in the present moment and allow myself to just be. Maybe I see it like breathing exercises before the meditation (prana yama). I agree that one should be brave and never get too comfortable, it's this notion that brought me to the course, maybe I need to experiment with changing the pattern, to see what effect that has? I noticed in previous journal/blogs that this very blog spot enables me to always remain in a position of engagement with the tasks. The very fact that the door never closes on my work and through commenting, my work is allowed to breath and live online. On this basis I feel I am able to fully engage with the process as my ideas are under the constant influence of the people on the BAPP programme and beyond. They are something I never leave behind, in which ever direction I move, left, right, back or up, I can always refer to them as food for the journey.
I wondered, is there any exercises or activities you do that helps you practice just being"?
"Praxis. This is a new idea to me. Found a good website... http://www.infed.org/biblio/b-praxis.htm. An informed and committed action. This is hard to practice, I think as a society we are conditioned to focus on the value of an action. I do have an understanding for engaging in an action for the mere experience, but find that I have to keep reminding myself of this and realign my thoughts back to the theme of praxis. I do see the benefits from being present, I can't promise I will always be able to practice it successfully, but an awareness is developing. "Awareness is the key to change." Tolle, E. 2008. Thanks Paula".
"I guess it might be a case of having to shift your attention, maybe we need to see it not as positive and negative. But rather that it is what it is. That we we can 'critically' reflect without feeling like we are looking for negatives. Surely seeing something for the beauty it actually is rather than what others perceive as good or bad is beautiful...
What do you think"?
The following critical reflections are on blogs of practitioners outside the BAPP course. This was interesting to look further and beyond the course and begin my search on new networks.
"I am hoping to become a teacher, I hear all sorts of horror stories about teachers and facebook. My concern is that it is a great networking tool to share contacts and information. I rely on gaining valuable information from facebook for my practice. Do you think it can be a sacrifice to your knowledge as a professional to delete your facebook"?
"I have a question, facebook has been apart of the change in the way people communicate in the world today. I'm seeing more and more developments of the idea now. Lots of social technology sites are cornering off and becoming less general, BranchOut for example is specific to the professional. Is this the way social media is going? Is there yet again another communication revolution happening?
What are your thoughts"?
"I wonder if it would be beneficial to extend your profile a little more. I have looked into the profile early on in my course. I feel it's job is to tell your story of who you are? I really like the end line and like the warmth it brings. Did you keep it short for a reason"?
Do I share the same ideas as others in my practice about my network? Yes, comments (some below) and my blog on networking theories helps me answer this. I carried out a networking questionnaire, it helped me see the views of other practitioners and their likening to my ideas.
Does communicating my ideas shift my thinking or planning in my practice? Sharing and comparing my ideas to others, leaves me with a feeling of well informed thoughts or decisions. It allows me to explore and bounce off other like minded practitioners. The concepts given to me in reader 3 help me understand the importance of this, from my meaning of practice ideas to my engagement in a learning community, being apart of my network informs my ideas for my practice.
Does critical reflection aid me to know what really matters and what action needs to be taken? It's in the breaking down of the events and the analysing process that reflection brings, that helps me to know what ideas are important in my work. It does this by externalising my thoughts about my practice, so i'm able to revert back to my work and see what is highlighted. Once i see the important aspects of the reflection, new ideas are born. I found this discovery in my blog on reflective theories.
To what extent do concepts and theories assist my thinking within my ways of networking? And does this difference have a purpose to you? Concepts and theories allow me to engage in my network with a sense of knowing, mentioned in my network theory blog (linked above), the concepts have given me a heightened awareness of the theories behind networking. This difference in my approach to my network is extremely important as I now recognise a sense of command over my networks that was absent before.
Am I left thinking differently prior to this part of he module? I now have a clear view of where i am in my practice and where I want to be. Through detailed reflection on my current networks I am able to know my position in my practice, this aids me to realise the changes that need to be made and the directions that will take me to a network that suits the future of my practice.
Below are some comments of critical reflection I have been making on the work of others on the BAPP programme. I looked at making and taking critical reflection this blog post. It has taken some time to practice and develop and professional, critical tone in my comments.
"Didn't think of my agent as a source of information, but of course they are... I wondered, you talk about google giving you information, do you ever use it as a source to inspire your work? I find the information on google can help me make character decisions? I wondered if you used the information to base any decisions on your art"?
"This is a great post Simone, it really supports this idea of not just moving up through your networks but sideways and out. Unlike performing where its generally about moving up and progressing. I'm finding it essential to network sideways to other teachers, so I can rely on their experience.
This inter-connection you talk about. Do you think it happens naturally or is there away of making it work that way? I wonder if there is a benefit to connecting all your individual networks"?
"A well worth thing to do is to look deeply into your networks. I found it really useful, it helped me visualise my network and see its full potential. Has this post brought your attention to something within your networks or highlighted what needs to be done for the future"?
"I have the same reservations about twitter Hannah, it's a networking step too far for me. How do you feel on the break down in privacy this sort of Web 2.0 platform can bring? Do you have any concerns with people knowing too much"?
"Great post, isn't it exciting to see your learning in your practice.
I think it does exist naturally in what we do. Improvisation is what we do as the art or expressive bit. The structure comes when we use our creativity to communicate with others. Both themes need each other to survive - maybe?
Thoughts"?
"I think you should write in the journal the way it naturally comes. I think it's maybe not so much about how you write something, but the action of allowing thoughts to roll and ideas to develop. It's a place you can go and just release your feelings. I found the deeper I go the more the journal content gets interesting.
What do you think?
I think the difficulty with it is knowing for sure what you want to do. Then the tittle can colour this for you. The difficult thing is making it as diverse as possible so you can get everything out of it. From reading your blog your practice seems to have many faces. The tittle needs to reflect this too"...
"I think knowing your learning style is important. Tharp talks about knowing who you are is important as it means you can play to your strengths. I do like regularity and I enjoy having structure. I'm not sure this means I'm searching for the 'right' way of doing things. I think that if the foundations of my learning has a pattern, it could suggest that I have a comfortable platform in which to be in the present moment and allow myself to just be. Maybe I see it like breathing exercises before the meditation (prana yama). I agree that one should be brave and never get too comfortable, it's this notion that brought me to the course, maybe I need to experiment with changing the pattern, to see what effect that has? I noticed in previous journal/blogs that this very blog spot enables me to always remain in a position of engagement with the tasks. The very fact that the door never closes on my work and through commenting, my work is allowed to breath and live online. On this basis I feel I am able to fully engage with the process as my ideas are under the constant influence of the people on the BAPP programme and beyond. They are something I never leave behind, in which ever direction I move, left, right, back or up, I can always refer to them as food for the journey.
I wondered, is there any exercises or activities you do that helps you practice just being"?
"Praxis. This is a new idea to me. Found a good website... http://www.infed.org/biblio/b-praxis.htm. An informed and committed action. This is hard to practice, I think as a society we are conditioned to focus on the value of an action. I do have an understanding for engaging in an action for the mere experience, but find that I have to keep reminding myself of this and realign my thoughts back to the theme of praxis. I do see the benefits from being present, I can't promise I will always be able to practice it successfully, but an awareness is developing. "Awareness is the key to change." Tolle, E. 2008. Thanks Paula".
"I guess it might be a case of having to shift your attention, maybe we need to see it not as positive and negative. But rather that it is what it is. That we we can 'critically' reflect without feeling like we are looking for negatives. Surely seeing something for the beauty it actually is rather than what others perceive as good or bad is beautiful...
What do you think"?
The following critical reflections are on blogs of practitioners outside the BAPP course. This was interesting to look further and beyond the course and begin my search on new networks.
"I am hoping to become a teacher, I hear all sorts of horror stories about teachers and facebook. My concern is that it is a great networking tool to share contacts and information. I rely on gaining valuable information from facebook for my practice. Do you think it can be a sacrifice to your knowledge as a professional to delete your facebook"?
"I have a question, facebook has been apart of the change in the way people communicate in the world today. I'm seeing more and more developments of the idea now. Lots of social technology sites are cornering off and becoming less general, BranchOut for example is specific to the professional. Is this the way social media is going? Is there yet again another communication revolution happening?
What are your thoughts"?
"I wonder if it would be beneficial to extend your profile a little more. I have looked into the profile early on in my course. I feel it's job is to tell your story of who you are? I really like the end line and like the warmth it brings. Did you keep it short for a reason"?
Tuesday, 3 April 2012
TASK 3c - Sources of information
I now look at my network in the theme of the concept 'connetcivism', but rather than people, this is about exploring those connections that provide me with information. Be it job vacancies, lesson plan ideas or general practice knowledge, it's good to stop and reflect on where this information is coming from and it's importance to my practice.
1. Google - No surprise, but if I don't know or understand something, my first activity is to google it. Then Google can act as a information switch board, giving me the possibilities of data to connect me too. The down fall can be that the information is subject to the amount of hits it gets, for example a really useful artifact might not necessarily get to you through google if it is not at the top of the hit list. However google seems to be a good place to start and can creates a good departure for a journey to discover the unknown.
2. YouTube - If you want to know how it's done and you are running out of time, go to YouTube. It provides me with videos of class room ideas and even whilst teaching, a quick click on YouTube can provide speedy backing music for the students scenes. It's importance became apparent to me when devising my comedy/cabaret character. It was through YouTube I was able to study and imitate the celebrity I now imitate, the characterisation was purely dependent on being able to study the person using YouTube.
3. TES - A great website that provides teaching resources. I recommend this to any teacher, from drama warm ups to full lesson plans, it's an interactive site that gives me inspiration when I'm stuck and provides me with the answers when I'm unsure. It can make me feel a little uncreative and I can feel like I'm cheating or stealing other teachers ideas. But then, it is a resource sharing site, isn't that the point? Still, when it's late at night and I can't think of what to do in my class the next morning, TES provides the information.
4. Facebook - Flag it up on facebook. It happens all the time, if you are in need of information, by doing a massive shout out on facebook, you'll be sure to get a collection of comments back. All hopefully point towards the answer. Event invites, photos and groups can also be obtained from the site, there is no denying that as well as connecting people, data is another pull to the social networking site. I use it to know whats happening in the industry, it seems facebook knows about the latest movements within my practice before the newspapers do.
5. Friends and Colleagues - Be it a particular play, advice on a job offer or help with a drama lesson, it's always an easy option to speak to your network to gain the relevant information that keeps your practice running smoothly. People in my industry tend to be passion about what they do and they are generally happy to provide you with what you need. The concept of cooperation may come in here, in that if I'm asking for some information, I always like to see what I can offer back as a reward.
That's my five, I now look forward to what my other fellow BAPP students use as sources of information. I'm hoping to gain a few information portholes I had not considered before. Through commenting I hope to learn more about the sources of information available to me.
I look forward to your comments and commenting...
1. Google - No surprise, but if I don't know or understand something, my first activity is to google it. Then Google can act as a information switch board, giving me the possibilities of data to connect me too. The down fall can be that the information is subject to the amount of hits it gets, for example a really useful artifact might not necessarily get to you through google if it is not at the top of the hit list. However google seems to be a good place to start and can creates a good departure for a journey to discover the unknown.
2. YouTube - If you want to know how it's done and you are running out of time, go to YouTube. It provides me with videos of class room ideas and even whilst teaching, a quick click on YouTube can provide speedy backing music for the students scenes. It's importance became apparent to me when devising my comedy/cabaret character. It was through YouTube I was able to study and imitate the celebrity I now imitate, the characterisation was purely dependent on being able to study the person using YouTube.
3. TES - A great website that provides teaching resources. I recommend this to any teacher, from drama warm ups to full lesson plans, it's an interactive site that gives me inspiration when I'm stuck and provides me with the answers when I'm unsure. It can make me feel a little uncreative and I can feel like I'm cheating or stealing other teachers ideas. But then, it is a resource sharing site, isn't that the point? Still, when it's late at night and I can't think of what to do in my class the next morning, TES provides the information.
4. Facebook - Flag it up on facebook. It happens all the time, if you are in need of information, by doing a massive shout out on facebook, you'll be sure to get a collection of comments back. All hopefully point towards the answer. Event invites, photos and groups can also be obtained from the site, there is no denying that as well as connecting people, data is another pull to the social networking site. I use it to know whats happening in the industry, it seems facebook knows about the latest movements within my practice before the newspapers do.
5. Friends and Colleagues - Be it a particular play, advice on a job offer or help with a drama lesson, it's always an easy option to speak to your network to gain the relevant information that keeps your practice running smoothly. People in my industry tend to be passion about what they do and they are generally happy to provide you with what you need. The concept of cooperation may come in here, in that if I'm asking for some information, I always like to see what I can offer back as a reward.
That's my five, I now look forward to what my other fellow BAPP students use as sources of information. I'm hoping to gain a few information portholes I had not considered before. Through commenting I hope to learn more about the sources of information available to me.
I look forward to your comments and commenting...
Monday, 2 April 2012
TASK 3b - Theories relating to networking
Success, development and promotion are three very natural desires to ones professional practice, it is suggested in reader three that these factors can be present in ones career when you effectively invest in your professional network, thus creating, "a work related community" (Reader 3, 2011). Is networking an activity one has to consciously engage in? Are we automatically networking within our practice without being aware of it? If so, does having an awareness of your professional network bring benefits? I wish to explore the world of professional networking and then related it back to my practice, starting with the five key concepts of professional networking given to me in reader three, I want to begin my critical reflections with what the theorists have to say.
You scratch my back and I'll scratch yours, a networking theory is presented to me as Cooperation, an idea that all parties are in the relationship for a known common reason and, "cooperate till maximum benefit then defect"(Reader 3, 2011). Robert Axelrod is strongly associated with this theory, describing it as strategic interaction, his study showed, "how the highly successful strategies managed to elicit cooperation, and was then able to prove several theorems about the stability of TIT FOR TAT" (Alexrod, 2012). This is something I now realise I would call a 'working relationship', there is a mutual understanding that each party knows the rules of the game (situation) and can part when their goal is achieved. It's this very 'Cooperative' networker that I have always struggled with, I find it could take the passion out of your practice and suddenly ones art becomes an means to an end. I also feel it would be hard to trust the motives of your network, but then is everyone really in my network because they want something from me? I'm not sure I want to know the truth of the answer to that question. However it does create a clean and clear professional presence of the practitioner, I explored my professional image in my network and how social networking can expose my personal life in my post titled, TASK 3a - Current networks. Cooperation would indeed help me to achieve the professional profile I desire, but my practice is about a passion for people and performance, I'm not sure this slightly soulless and sterile networking concept is a realistic one for me.
It came as no surprise that 'Affiliation' was an important networking concept, I had written about my friends and relationships in relation to my current network in the previous task,
Friends and colleagues - For me the most important. This is
where the golden network is, you can always rely on a friend
for information, support or work. This is where experience plays
a big hand in my network, every job I do I take a handful of great
people with me... In my eyes the most valuable networking tool
available to me (Ahmet, 2012).
The presence of the concept of affiliation is clearly visible in my current network, a theory that states physiological evolution leads us to the idea that a practitioner has a natural tendency to, "form close relationships to survive... By providing a network of support that helps us when we are in need" (Crisp et al, 2007). I recognise this concept and seem quite confident in using it as a means to network, thus progressing and promoting my practice. I feel it is this concept that introduces the issue that arises from my work being a passion, causing the personal and professional aspects of my practice to be undefined. Unlike 'Cooperation' there is no defect, these affiliations are ongoing and with close relationships there can be problems, such as, "an awful atmosphere and a bad work environment" (Ahmet, A). Still there is no denying that in a personable industry such as the theatre arts in education, networking with close friends seems inevitable.
'Social Constructionism', a difficult concept to understand and one I had to do some reflection and additional reading on (Crotty, 1998). The theory can be found as part of a group of explanations behind the way people obtain the definitions and meanings of things in life. It's relevance to my practice is that knowledge or codes of conducts within my practice may well be objectively out there in my work, but how we come to understand things, "through our interaction, we can make meanings, which might be the values we attribute to a particular network" (Reader 3, 2011). This follows on from what Michael Crotty explains as , "Functioning as 'a publicly available inteligibility', these places are the source of the interpretive strategies where by we construct meaning" (Crotty, 1998) . I have already displayed the notion of leaning on my network, to understand an aspect of my network in my blog post about twitter , here I rely on a friend to provide me with a clearer explanation of using twitter as a networking tool. I know what twitter is, but for me to understand using it within my practice, I would need to rely on the opinions of my network to construct the meaning toward the idea. This is an important part of my learning, if I'm to convert my interaction within my network to the my meanings of things in the world, surely the better quality of network interaction, the better the quality of understanding I will come to. If the very definitions of knowledge within my practice is reliant on my network, it would suggest an importance to not only maintain existing contacts, but to create constant new ones, so as to keep developing and updating ones meaning of the world.
The principal of 'I store my knowledge in my friends', leads me to the concept of 'Connectivism'. A theory that claims that, "learning can reside outside of ourselves, allowing learners to remain current in their field through their connections" (Siemans 2004). The idea is that the knowledge isn't the fore most important aspect of the learning, the emphasis is more on the capacity to connect with the experience of others, thus providing a kind of surrogacy of knowledge to that of which you lack experience of. Earlier on in module one (blog post, TASK 1b), I had looked at Web 2.0, exploring how it has reveutionised communication in the world and the relevance in this change to practice in the blog, Summary of part 1. My learning in part 1 and the concept of Connectivism brings me to the understanding that through technology connections, I am able to renew and update my knowledge. With this interaction and sharing of knowledge I can build and maintain my network. This theory gives me a sense of upgrading and progressing my network to one of the modern day, it enables me to be on the leading edge of my knowledge and rather than hear about a new idea, I can be apart of it, "It's not just about who you know in my industry anymore, its about who are you connecting to, using a Web 2.0" (Ahmet, 2012).
Reader three provides me with the final concept of 'Communities of Practice', "sustained engagement within our communities of practice produce learning... a social learning developed within and between the members" (Reader 3, 2011). The idea that learning doesn't solely happen in a lecture or in training, that the very engagement with people in my industry brings me knowledge and new ideas, thus becoming a useful networking concept. Again the ethos of ever-growing and developing knowledge appears, but unlike 'Connectivism', it's not solely on the connection to the network, but rather the social involvement can bring a sense of belonging to a set of ideas within my practice. Wenger (2000) helps me understand the idea of ownership this community brings with the three 'Modes of belonging', engagment, imagination and allighnment. He explains that "through engaging and talking... constructing images of ourselves and the world... and making sure our activities are sufficiently aligned with other processes" (Wenger 2000), we can benefit from being apart of this social learning system. This concept is a very important finding and could act as the key to my future networks, the advice of, "being a bit brave and inquiring (there is that word again) beyond our current borders to new ones that fit our future needs" (Nottingham, 2012), was given by my tutor, Dr Paula Nottingham. I now realise, that in order for me to work toward my future network, I would need to start revelling in the communities of my future practice. Whilst observing a drama teacher in a school, my blog post and journal entry supports this realisation, "it felt really good to check in and be apart of my future fellow practitioners, I feel inspired by people who share the same ideas" Ahmet, A (2012). I wish to be apart of the community I want to practice in.
In an attempt to satisfy my critical curiosity and not take anything on face value, my attention takes me firstly to what other theories there are that relate to the networked professional. Reader three has given me five individual concepts, that break down the networking practitioner. I now seek a sense of an overview on professional networking as a whole. Eason and Krause's article (2001) acts a guide to professional networking, explaining that, "networking is more than working through a maze of contacts... It's a process that needs to be approached strategically" (Eason et al, 2001). The article states that the fundamentals of networking is to focus on the quality of the connection, rather than the quantity, by building rapports and following networking ethics. In my blog on the 3rd campus session, the comments below gave a good point for discussion, introducing the idea of giving back to your network. The presence of this idea was also apparent in the article, claiming that in order to gain from a connection, ask yourself what you can contribute in return? There is a theme of "tit for tat' here, perhaps being open to 'Cooperation' as a networking concept could be useful to me. Give to receive, this is important to my learning and something that I will explore, not only to make those connections, but improve their quality.
In a second notion to challenge and play around with the concepts, I have decided to look no further than my current network. I now take the theories behind professional networking and seek to find their presence within my professional network. I have devised a mini survey that I emailed to three individual practitioners, all in the same field of practitioner and teacher as I am (Appendix 1). The questions point toward the networking concepts without actually revealing them, this is important as I wanted to find the relevance to what reader three was telling me in the survey answers, as appose to probing the practitioners for the right answer. The questionnaire affirmed that professional networking is definitely something they all engage in and like I found, 'Cooperation' seemed to have a poor presences in their practice and supports my view of it being an unrealistic one. Each practitioner showed an involvement in the concept on 'Affiliation' and sometimes tended to, "absorb the opinions of others" (Appendix 1, Barnbrook), to socially construct the meaning of something. They all had positive understandings towards Connectivism and engaging in a Community of Practice provided, "a good debating session that will only help to engage you further and teach you new things" (Appendix 1, Francis).
In conclusion, my awareness of these networking concepts will give me the very food I need to grow my current network and move toward a future network. As I use this course as a vehicle of professional change, it seems relevant to have explored the means in which to do this. Some of these concepts are most valuable, some not so accessible, but still it is not so much about learning how to network. This has been about understanding professional networking and having an awareness of the benefits behind it. It has given me a sense of command over my network, by analysing and conceptualsing it , I can use my network as a tool for success, development and promotion within my practice.
References:
Reader 3, 2011. The networked Professional. Middlesex University.
Alexrod, R. 2012, Launching "the evolution of cooperation". Journal of theoretical biology. [online] Available from: http://RT5VX6NA7P.search.serialssolutions.com?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Launching+%E2%80%9CThe+Evolution+of+Cooperation&rft.jtitle=Journal+of+Theoretical+Biology&rft.au=Axelrod%2C+Robert&rft.date=2011-04-01&rft.issn=0022-5193&rft_id=info:doi/10.1016%2Fj.jtbi.2011.04.015&rft.externalDBID=n%2Fa&rft.externalDocID=10_1016_j_jtbi_2011_04_015 [accessed 23 March 2012].
Crisp, J & Turner, R. 2007, Essential social phycology. London: Sage
Crotty, M. 1998. The Foundations of Social Research: Meaning and Perspective in the Research Process. Australia: Alan & Unwin.
Wenger, E. 2000. Communities of Practice and Social Learning Systems. [online] Available from: http://org.sagepub.com/content/7/2/225.full.pdf+html [accessed 1 April 2012].
Eason, J & Krause B. 200. Networking: IEEE Antennas and Propagation Magazine, vol. 43, no. 4, pp. 138-141. [online] Availible from: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=951568 [accessed 2 April 2012].
Siemens, G. 2004. Connectivism: A learning theory from the digital age. Reader 3, 2011. The networked professional. Middlesex University.
Ahmet, A. 2012, Ahmet Ahmet's Blog. [online] Available from: http://mrahmet.blogspot.co.uk/ [accessed 1 April 2012].
Ahmet, A. 2012, My BAPP Journal.
Bibliography:
You scratch my back and I'll scratch yours, a networking theory is presented to me as Cooperation, an idea that all parties are in the relationship for a known common reason and, "cooperate till maximum benefit then defect"(Reader 3, 2011). Robert Axelrod is strongly associated with this theory, describing it as strategic interaction, his study showed, "how the highly successful strategies managed to elicit cooperation, and was then able to prove several theorems about the stability of TIT FOR TAT" (Alexrod, 2012). This is something I now realise I would call a 'working relationship', there is a mutual understanding that each party knows the rules of the game (situation) and can part when their goal is achieved. It's this very 'Cooperative' networker that I have always struggled with, I find it could take the passion out of your practice and suddenly ones art becomes an means to an end. I also feel it would be hard to trust the motives of your network, but then is everyone really in my network because they want something from me? I'm not sure I want to know the truth of the answer to that question. However it does create a clean and clear professional presence of the practitioner, I explored my professional image in my network and how social networking can expose my personal life in my post titled, TASK 3a - Current networks. Cooperation would indeed help me to achieve the professional profile I desire, but my practice is about a passion for people and performance, I'm not sure this slightly soulless and sterile networking concept is a realistic one for me.
It came as no surprise that 'Affiliation' was an important networking concept, I had written about my friends and relationships in relation to my current network in the previous task,
Friends and colleagues - For me the most important. This is
where the golden network is, you can always rely on a friend
for information, support or work. This is where experience plays
a big hand in my network, every job I do I take a handful of great
people with me... In my eyes the most valuable networking tool
available to me (Ahmet, 2012).
The presence of the concept of affiliation is clearly visible in my current network, a theory that states physiological evolution leads us to the idea that a practitioner has a natural tendency to, "form close relationships to survive... By providing a network of support that helps us when we are in need" (Crisp et al, 2007). I recognise this concept and seem quite confident in using it as a means to network, thus progressing and promoting my practice. I feel it is this concept that introduces the issue that arises from my work being a passion, causing the personal and professional aspects of my practice to be undefined. Unlike 'Cooperation' there is no defect, these affiliations are ongoing and with close relationships there can be problems, such as, "an awful atmosphere and a bad work environment" (Ahmet, A). Still there is no denying that in a personable industry such as the theatre arts in education, networking with close friends seems inevitable.
'Social Constructionism', a difficult concept to understand and one I had to do some reflection and additional reading on (Crotty, 1998). The theory can be found as part of a group of explanations behind the way people obtain the definitions and meanings of things in life. It's relevance to my practice is that knowledge or codes of conducts within my practice may well be objectively out there in my work, but how we come to understand things, "through our interaction, we can make meanings, which might be the values we attribute to a particular network" (Reader 3, 2011). This follows on from what Michael Crotty explains as , "Functioning as 'a publicly available inteligibility', these places are the source of the interpretive strategies where by we construct meaning" (Crotty, 1998) . I have already displayed the notion of leaning on my network, to understand an aspect of my network in my blog post about twitter , here I rely on a friend to provide me with a clearer explanation of using twitter as a networking tool. I know what twitter is, but for me to understand using it within my practice, I would need to rely on the opinions of my network to construct the meaning toward the idea. This is an important part of my learning, if I'm to convert my interaction within my network to the my meanings of things in the world, surely the better quality of network interaction, the better the quality of understanding I will come to. If the very definitions of knowledge within my practice is reliant on my network, it would suggest an importance to not only maintain existing contacts, but to create constant new ones, so as to keep developing and updating ones meaning of the world.
The principal of 'I store my knowledge in my friends', leads me to the concept of 'Connectivism'. A theory that claims that, "learning can reside outside of ourselves, allowing learners to remain current in their field through their connections" (Siemans 2004). The idea is that the knowledge isn't the fore most important aspect of the learning, the emphasis is more on the capacity to connect with the experience of others, thus providing a kind of surrogacy of knowledge to that of which you lack experience of. Earlier on in module one (blog post, TASK 1b), I had looked at Web 2.0, exploring how it has reveutionised communication in the world and the relevance in this change to practice in the blog, Summary of part 1. My learning in part 1 and the concept of Connectivism brings me to the understanding that through technology connections, I am able to renew and update my knowledge. With this interaction and sharing of knowledge I can build and maintain my network. This theory gives me a sense of upgrading and progressing my network to one of the modern day, it enables me to be on the leading edge of my knowledge and rather than hear about a new idea, I can be apart of it, "It's not just about who you know in my industry anymore, its about who are you connecting to, using a Web 2.0" (Ahmet, 2012).
Reader three provides me with the final concept of 'Communities of Practice', "sustained engagement within our communities of practice produce learning... a social learning developed within and between the members" (Reader 3, 2011). The idea that learning doesn't solely happen in a lecture or in training, that the very engagement with people in my industry brings me knowledge and new ideas, thus becoming a useful networking concept. Again the ethos of ever-growing and developing knowledge appears, but unlike 'Connectivism', it's not solely on the connection to the network, but rather the social involvement can bring a sense of belonging to a set of ideas within my practice. Wenger (2000) helps me understand the idea of ownership this community brings with the three 'Modes of belonging', engagment, imagination and allighnment. He explains that "through engaging and talking... constructing images of ourselves and the world... and making sure our activities are sufficiently aligned with other processes" (Wenger 2000), we can benefit from being apart of this social learning system. This concept is a very important finding and could act as the key to my future networks, the advice of, "being a bit brave and inquiring (there is that word again) beyond our current borders to new ones that fit our future needs" (Nottingham, 2012), was given by my tutor, Dr Paula Nottingham. I now realise, that in order for me to work toward my future network, I would need to start revelling in the communities of my future practice. Whilst observing a drama teacher in a school, my blog post and journal entry supports this realisation, "it felt really good to check in and be apart of my future fellow practitioners, I feel inspired by people who share the same ideas" Ahmet, A (2012). I wish to be apart of the community I want to practice in.
In an attempt to satisfy my critical curiosity and not take anything on face value, my attention takes me firstly to what other theories there are that relate to the networked professional. Reader three has given me five individual concepts, that break down the networking practitioner. I now seek a sense of an overview on professional networking as a whole. Eason and Krause's article (2001) acts a guide to professional networking, explaining that, "networking is more than working through a maze of contacts... It's a process that needs to be approached strategically" (Eason et al, 2001). The article states that the fundamentals of networking is to focus on the quality of the connection, rather than the quantity, by building rapports and following networking ethics. In my blog on the 3rd campus session, the comments below gave a good point for discussion, introducing the idea of giving back to your network. The presence of this idea was also apparent in the article, claiming that in order to gain from a connection, ask yourself what you can contribute in return? There is a theme of "tit for tat' here, perhaps being open to 'Cooperation' as a networking concept could be useful to me. Give to receive, this is important to my learning and something that I will explore, not only to make those connections, but improve their quality.
In a second notion to challenge and play around with the concepts, I have decided to look no further than my current network. I now take the theories behind professional networking and seek to find their presence within my professional network. I have devised a mini survey that I emailed to three individual practitioners, all in the same field of practitioner and teacher as I am (Appendix 1). The questions point toward the networking concepts without actually revealing them, this is important as I wanted to find the relevance to what reader three was telling me in the survey answers, as appose to probing the practitioners for the right answer. The questionnaire affirmed that professional networking is definitely something they all engage in and like I found, 'Cooperation' seemed to have a poor presences in their practice and supports my view of it being an unrealistic one. Each practitioner showed an involvement in the concept on 'Affiliation' and sometimes tended to, "absorb the opinions of others" (Appendix 1, Barnbrook), to socially construct the meaning of something. They all had positive understandings towards Connectivism and engaging in a Community of Practice provided, "a good debating session that will only help to engage you further and teach you new things" (Appendix 1, Francis).
In conclusion, my awareness of these networking concepts will give me the very food I need to grow my current network and move toward a future network. As I use this course as a vehicle of professional change, it seems relevant to have explored the means in which to do this. Some of these concepts are most valuable, some not so accessible, but still it is not so much about learning how to network. This has been about understanding professional networking and having an awareness of the benefits behind it. It has given me a sense of command over my network, by analysing and conceptualsing it , I can use my network as a tool for success, development and promotion within my practice.
References:
Reader 3, 2011. The networked Professional. Middlesex University.
Alexrod, R. 2012, Launching "the evolution of cooperation". Journal of theoretical biology. [online] Available from: http://RT5VX6NA7P.search.serialssolutions.com?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Launching+%E2%80%9CThe+Evolution+of+Cooperation&rft.jtitle=Journal+of+Theoretical+Biology&rft.au=Axelrod%2C+Robert&rft.date=2011-04-01&rft.issn=0022-5193&rft_id=info:doi/10.1016%2Fj.jtbi.2011.04.015&rft.externalDBID=n%2Fa&rft.externalDocID=10_1016_j_jtbi_2011_04_015 [accessed 23 March 2012].
Crisp, J & Turner, R. 2007, Essential social phycology. London: Sage
Crotty, M. 1998. The Foundations of Social Research: Meaning and Perspective in the Research Process. Australia: Alan & Unwin.
Wenger, E. 2000. Communities of Practice and Social Learning Systems. [online] Available from: http://org.sagepub.com/content/7/2/225.full.pdf+html [accessed 1 April 2012].
Eason, J & Krause B. 200. Networking: IEEE Antennas and Propagation Magazine, vol. 43, no. 4, pp. 138-141. [online] Availible from: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=951568 [accessed 2 April 2012].
Siemens, G. 2004. Connectivism: A learning theory from the digital age. Reader 3, 2011. The networked professional. Middlesex University.
Ahmet, A. 2012, Ahmet Ahmet's Blog. [online] Available from: http://mrahmet.blogspot.co.uk/ [accessed 1 April 2012].
Ahmet, A. 2012, My BAPP Journal.
Bibliography:
Reader 3, 2011. The networked Professional. Middlesex University.
Alexrod, R. 2012, Launching "the evolution of cooperation". Journal of theoretical biology. [online] Available from: http://RT5VX6NA7P.search.serialssolutions.com?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Launching+%E2%80%9CThe+Evolution+of+Cooperation&rft.jtitle=Journal+of+Theoretical+Biology&rft.au=Axelrod%2C+Robert&rft.date=2011-04-01&rft.issn=0022-5193&rft_id=info:doi/10.1016%2Fj.jtbi.2011.04.015&rft.externalDBID=n%2Fa&rft.externalDocID=10_1016_j_jtbi_2011_04_015 [accessed 23 March 2012].
Crotty, M. 1998 (pp 42-57). The Foundations of Social Research: Meaning and Perspective in the Research Process. Australia: Alan & Unwin.
Crotty, M. 1998 (pp 42-57). The Foundations of Social Research: Meaning and Perspective in the Research Process. Australia: Alan & Unwin.
Wenger, E. 2000. Communities of Practice and Social Learning Systems. [online] Available from: http://org.sagepub.com/content/7/2/225.full.pdf+html [accessed 1 April 2012].
Eason, J & Krause B. 200. Networking: IEEE Antennas and Propagation Magazine, vol. 43, no. 4, pp. 138-141. [online] Availible from: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=951568 [accessed 2 April 2012].
Eason, J & Krause B. 200. Networking: IEEE Antennas and Propagation Magazine, vol. 43, no. 4, pp. 138-141. [online] Availible from: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=951568 [accessed 2 April 2012].
Appendices:
Appendix 1: https://docs.google.com/document/d/1EqXDd7NRd2XIXK1qr3A-EoUrggB-GA0FPndY_KVjyWs/edit
Appendix 1: https://docs.google.com/document/d/1EqXDd7NRd2XIXK1qr3A-EoUrggB-GA0FPndY_KVjyWs/edit
Sunday, 1 April 2012
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