Tales from the Pandemic: A Dynamic Community of Practice

Balcony Concerts by Catherine Cordasco on Unsplash.

This week, I read a great article – Thinking Together: What Makes Communities of Practice Work? by Pyrko et al. (2017). In it, the authors explore how, when and why CoPs work, arguing that the collaborative learning process of ‘thinking together’ is what brings CoPs to life. This has coincided with some reflective work on an initiative I have been leading with my RMIT colleague Lisa Curran – Solutions Labs. As I read (and re-read) Pyrko et al.’s article, I am really struck by what we can learn through observing a CoP as it unfolds and morphs over time.

Solutions Labs has been a huge success – a rare good news story to come out of 2020! It all started in the first week of lockdown*, when one of our teachers volunteered to run a session to help others get to grips with MS Teams (most of us were Teams virgins at this point). We quickly set up a session and saw something amazing – around 50 people joined the session! Now, anyone in Academic Development will know that this is something of a miracle.

So, we decided to ask if anyone else wanted to share their practices/approaches. And, before we knew it, we had a stream of volunteers. The early sessions were very hack-focussed…how to build a document projector out of a box, using iPads to annotate slides during live lectures, that kind of thing. Each week we continued to get impressive numbers – mostly returning participants, but often new names (and names we had not seen at L&T sessions before).

As time went on and staff started to get on top of the emergency, practical, tool-focussed issues, we started to see a shift in topics being shared and explored. All of a sudden we were looking at student engagement – how to build communities, encourage students to contribute to learning activities and, importantly, how to perform/present more ‘humanly’ in a live online session. Sessions continued to be well attended and became buzzing spaces of conversation, trust and laughter.

There was a point – it came, I think, at the start of semester 2 (and in the wake of a real tightening of the lockdown restrictions in metropolitan Melbourne), when we thought the sessions would dry up. We weren’t getting new volunteers and when we leaned on our contacts they said NO. It was a tense and grumpy time for everyone, and we saw the need to give people space. But, after a couple of weeks, instead of getting volunteers, we started to get recommendations ; these came from colleagues(-cum-scouts) on our own team, but also from active community members who had sight of what was happening on the ground (or whatever the internet equivalent of that is) in schools. We followed up on all these recommendations and, curiously, the Semester 2 sessions stand out through their creativity and innovation – we’ve got augmented reality, live taste-test labs and even jokes and memes!

Reflecting on the Solutions Labs journey has been fascinating. We did not set out to create a CoP – indeed, Pyrko et al. hammer home the point that it is almost impossible to successfully ‘set one up’. Our success came in how we fostered the emergent community so that the learning processes which form and drive it could happen. Lisa and I have worked before on storytelling projects and there were three things we knew we had to do to support the academics who were so generously giving their time to share their practices:

  • First, we make things as easy as possible for the participants, especially the session ‘presenters’ (we call them ‘collaborators’). Not many people realise how much work goes into organising, advertising and disseminating the sessions – Lisa and I have developed a slick process which means the collaborators can focus on telling their story and immerse themselves in the process of ‘thinking together’.
  • Second, we help staff to find the hook/angle which would attract people to the sessions. Many of our staff are new to education/pedagogy, so they just don’t always know the language or see what is innovative or likely to be useful across disciplines. We are the translators, the horizon scanners and sometimes the mentors.
  • Third, we record, edit and publish the supporting resources for follow-up and broader reach. The Solutions Lab community extends and functions beyond the live sessions, and we work hard to keep the resources as simple, useful and accessible as possible (as Pyrko et al. note, a CoP can be killed if you get the tools wrong!).

Both Lisa and I are in the difficult position right now of having to apply for new roles under a large scale restructure (yes, another one!). We’ve started to think about what might become of Solutions Labs, and whether we should/can bring it to a close. But reading the article by Pyrko et al. has made me question whether that is our decision to make? I am not sure.

* Melbourne has been in varying states of lockdown since late March 2020. Four weeks into the start of the academic year, the university campus was closed and that is how it has stayed for the whole year (we are now wrapping up semester two). So, our staff had to go online overnight and, actually, have stayed there for a whole year.

Resources:

Solutions Labs – the entire programme to date, each page featuring the session recording and accompanying resources.

Video: Celebrating 25 Solutions Labs – some of the community members share their thoughts on the benefits and impacts of Solutions Labs.

Pyrko, I., Dörfler, V., & Eden, C. (2017). Thinking together: What makes Communities of Practice work? Human Relations70(4), 389–409. https://doi.org/10.1177/0018726716661040

Learning from Letters

Things have been a little quiet in Lacunae recently. With the pandemic inserting new layers of complication and chaos to our lives, it’s been a really busy time. As we have all been sucked into our own spaces, the monthly reading project has been shelved, but that doesn’t mean we haven’t been writing! In fact we have been putting all our available energies into a research project which has taken us away from our screens (mostly) and immersed us in the world of good old-fashioned, pen-on-paper letter writing.

Without giving too much away (peer review may force us to revise what we promise to deliver!), we have been exploring our work and the world of academic development through the exchange of letters. Those letters – autobiographical accounts of our thoughts and experiences – are our data. Through analysis of them we have blurred the lines between fact and fiction, played with interpretations of text and looked for shared meanings.

The whole process has been revealing (not always in a good way!). And although our initial quest (a journal article) is complete, we were all so intrigued by the power and potential of the project that we have agreed to continue with it. Where the journey will take us is not yet clear, but we decided that sharing aspects and insights along the way would be a good thing to do. This, then, is a post to get the ball rolling.

For the love of letters…

At the moment I am reading the novel What I Loved by Siri Hustvedt and it has prompted me to reflect on what I have learned through my epistolary journey in the last 6 months. Half way through the story, following the tragic death of their son, a wife leaves her husband and the family home to take up a job in another city. Accepting their relationship is strained, but not over, they agree to find a way of sharing their day-to-day lives through letters:

‘I dont want the words to be naked, the way they are in faxes or on the computer. I want them to be covered by an envelope that you have to rip open in order to get at. I want there to be waiting time – a pause between the writing and the reading. I want us to be careful about what we say to each other. I want the miles between us to be real and long. This will be our law – that we write our dailiness and our suffering very, very carefully. In letters I can only tell you about my wildness…’ (p.151).

In a single paragraph, Hustvedt captures the essence of letter writing, exposing it as a physical, emotional, transformational experience which connects two people across chasms of space and time. For me, it really draws out some of the powerful contrasts between the way I reflect, read and write in the electronic vs. paper-based formats.

The physicality of letters

Letters have a tangible quality which emails or DMs just don’t have. The stamps and post marks say something about the miles travelled; the stationery carries a message of its own, be it a practical or aesthetic choice. The act of ripping open the envelope can be exciting, bringing anticipation, nervousness or joy. The clunkiness of having to fold all the pages together and stuff them back into the torn envelope and find a place to keep them – a pretty box or a letter rack (remember those?); mine are bundled in a blue elastic band! It makes email feel so sterile – opening with a click, standardised fonts and line lengths, moving to a folder – it is all so mechanical. The words are, indeed, naked.

Is it possible to bring some of these physical qualities and pleasures to electronic communication? You can include pictures, add attachments, use nice formatting. But is it the same? I don’t think so – it feels like a gap that can’t be filled. What is lost?

Writing our dailiness

Too often, electronic communication demands efficiency; the need to be lean with words/characters drives out what might be seen as unnecessary waffle or overly personal sentiment. What letter writing reveals to me is the power that ‘writing our dailiness’ has – it sets the context and connects the reader to the writer in a meaningful way. By sharing what we can see or hear from our desk, or musing about what to cook for dinner, we open up portals into our lives. This makes the reader experience richer, more intense; to be able to imagine the sights, sounds and smells that the writer experiences, and to feel/share the emotion is deeply satisfying.

I’m put in mind of Helen Sword’s work. Frustratingly, my copy of Stylish Academic Writing is stuck on my desk in the locked-down office – I can’t get a direct quote – but she talks about how we adopt a very formal, somehow detached ‘persona’ when we write emails. We are all conscious of being professional, and not wasting people’s time, but maybe it is time to think about how those communications could be more human? Is it possible to make receiving an electronic communication a more physical, sensual, connected experience through including more ‘dailiness’? Or must those details remain in the realm of the informal/personal rather than professional space?

Freedom in reflection

Somehow, writing with a pen feels more free and I certainly find it a more productive way to write. It is slower than typing, forcing my brain and hand to work together more slowly and deliberately. It is easier for thoughts to flow – it can be a stream of consciousness. But at the same time, I find that my mind is busy making decisions about what to include and not include – and often the things unsaid are more important than those written. When I write an email or text I seem to make these editing decisions after the words have been laid out.

I think letter writing has re-kindled a more active and honest form of reflective practice for me. I’ve bought a nice fountain pen (3 actually) and re-started my practice of a daily work journal (nothing more than a foolscap notebook which sits on my desk and records everything I do, think and hear). I am not sure when I stopped doing this – maybe a few years ago – but it strikes me how shallow and restrained my reflections had become without it. Letter writing has returned me to a place where visual and playful practices can catalyse and deepen my reflective thinking.

I’m pretty sure that none of these are original observations – there is a great literature on epistolary research and letter writing as a research methodology (literatures which we will inevitably get into as the project develops). But right now, it has really made me think about how I process my thoughts and share ideas and what I could do to make my writing and communications richer, more human, connecting to readers more strongly. What do you think?

A uni-verse of hope

Hidden beauty in Geelong

Our monthly reading and writing projects are open enterprises – anyone can join us! This month we were really pleased to receive this contribution from former HEA colleague Jenny Louise-Lawrence. She responds to a chapter by (another HEA colleague) Abbi Flint.

In her chapter, Space in the Margin, Abbi uses poetry to explore staff-student partnerships. It is fitting, then, that Jenny’s response takes the form of a poem…

Without Hope partnership becomes a transaction.
A mere response to national drivers, to policy instruments,
A rude ploy for over ambitious strivers, For over acheivers
To overwhelm all Others.

With Hope partnership is just.
It’s a transmission
A movement of power
Not from one to the Other,
(Though sometimes the One is the Other)
But a shared ignition of
Heart
And mind
And motivation
To imagine another way,
To choke, to stutter, to find some…. progress
Some
Kind
Of
Evolution Of the Heart.

January Challenge Part 2

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Day 16: Whatever the Weather (A storm brews in a Melbourne park and the birds are ruffled)

There was a definite gear change for the second part of the January Challenge as I went abruptly back to work and had to juggle the daily tasks with everything else.  Coming back to work after a holiday is always tough, but I think the depth of the earlier challenges really did amplify the pain and resentment of being stuck in a gloomy office with no windows.

Anyway, I am pleased to say that although I haven’t managed to do it daily, I have at least kept up.  The rest of the family have been away so I have found myself using the challenges to help me snap out of the lazy and apathetic behaviours I can slip into when I am on my own. That has made me think really hard about procrastination in academic life – its the big demon for so many of us and I have never really been able to fight the paralysis that accompanies it.  This week I decided to try something new to break the mental and physical ‘patterns’ and the results were impressive. So, instead of sitting and staring at my laptop for two hours producing nothing but a heavy blanket of guilt, I channelled my inner creative. I had a hot shower, made mint tea, played cheesy relaxation music and spent half an hour sketching un-pretty flowers with a blotchy biro. 30 minutes later I was tip-tapping away at the keyboard with newfound vigour! And my back ache had completely gone.

That was a surprise.  Not the only one, and actually this is what I think has been different this week. I haven’t had the time or space to do the slow, deep thinking I’d become used to, so things have got a bit quicker (dare I say slap-dash) at the ‘Do’ stage. And I have been surprised a couple of times about what I actually got out of the process.

For example, Day 15 Self Portrait invited challengers to draw two self portraits – one with each hand.  I delayed it for a couple of days – drawing is not my strong point. But I gave it a go and it was fascinating. I started with my right (dominant) hand and was concentrating very hard on replicating the lines I could see.  I saw grey hairs, deep frown lines, glasses that don’t suit me, a left eye with a very sad angle. It was all so harsh. Switching to my left, I expected to just repeat the process. But I didn’t. I suddenly saw softness, curves and warmth. I was really taken back. Was this to do with using different parts of the brain? Was it about repeating the process? I just didn’t know. It didn’t matter – it was a genuine moment of wonder and that was quite magical. Again I am back in love with the idea of wonder in learning…and I hope to cling to that.

What else? I continue to share only on Twitter. I watch the Facebook group but its a bit too busy for me to do more than lurk – it does make me laugh sometimes and I feel I ought to give back. But I have always been pro-lurking, it is a valid form of engagement. Back on Twitter new followers are starting to emerge – people I will continue to follow after the challenge because they seem good folk who stand for hope, kindness and compassion (and we all need more of that).

Creating compassionate spaces in higher education

A reblog of a post earlier in the year from LSE Higher Education blog.

In a time of change and uncertainty, four academic developers from different disciplines, Jenni Carr, Natasha Taylor, Catriona Cunningham, and Jennie Mills, revisit Haynes’ and Macleod-Johnstone’s powerful paper Stepping through the daylight gate: compassionate spaces for learning in higher education and aim to make connections with how compassion plays an integral role in their practice

Creating compassionate spaces in higher education

‘Tongue Lash’: An act of decolonising pedagogy through hip-hop poetry and dialogue

LSE LIFE’s Dr Sara Camacho-Felix considers questions around decolonising the curriculum and explains how working with Poetcurious and other spoken word artists to create an event for students, alumni, staff and the wider community created a space to explore themes including empathy and ownership in society in an inclusive and illuminating way. 

Source: ‘Tongue Lash’: An act of decolonising pedagogy through hip-hop poetry and dialogue

Who should be responsible for the Future of Higher Education?

Contemporary Issues in Teaching and Learning

In this module: ’contemporary issues in teaching and learning’ we try to explore and critique how higher education is done. This is explicitly stated in the course materials, i.e. we are asked to critically examine, reflect and adapt our own teaching practice based on our new critical engagement, and ‘contribute to and inform the discussion’. Just below the surface, there is an understanding that higher education is a work in progress and the people most likely to influence changes for the better are the ‘next generation’ of academics and higher ed administrators – current PhDs. By putting together this blog we show the wider academic community and each other that we are concerned about the issues which affect how our careers are likely to unfold, and are putting intellectual labour into considering their effects, if not offering solutions.

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