Away Longer Than I Thought

Well...so much for two posts in December.

This is only technically a post in January, so I have to admit to having effectively missed another month. In my defense, I was busy in December and January: December was a trip to Spokane, WA and January included a trip to Manhattan, KS. In addition, I had fall semester wrap-up and spring semester start-up and Christmas in between. So I was busy, but I still feel like I should have gotten another post in.

In order to keep this from being entirely an apology post, I will take a bit of space to discuss part of IRI's theories on cognition and learning. Specifically, the difference between what we refer to as "Direct" and "Indirect" understanding. I don't claim these ideas are new - I have seen allusions to them in several places - but they are a pretty core part of what we've been working on, and I think it is interesting stuff.

Essentially, direct understanding is grasping an idea, and understanding it in a way that makes it "yours." That is, you are comfortable enough with the concept that you can examine, review, critique, and modify the concept based on how it relates to other ideas without having to resort to asking others what to do with it. Indirect understanding, on the other hand, is grasping an idea through an intermediary - a teacher, a book, a blog, etc. Initially, all our understanding is indirect, but our goal is a direct understanding of any important concepts we work with.

One of the problems we have run into in our work is that most teaching (nearly all, really), emphasizes indirect understanding. That is, we learn through others - I give you information, and then we're done. In some contexts, this is necessary (like this blog, where I am limited in how I can engage you, the learner), and often isn't a real problem. Often, the data alone is sufficient to our purpose.

Unfortunately, there are many cases where ideas need to be internalized to use them successfully - as in the case of any scenarios that require manipulating the ideas to form new conclusions (analysis, problem solving, etc.). In these cases, the learner needs to form a direct understanding of key concepts in order to develop new ideas, but, all too often, our educational system simply leaves them with an indirect understanding. This can drastically hinder the process of innovation and adaptation in both an individual and a culture. A lot of our work at IRI goes into figuring out ways to help people move from indirect to direct understanding in areas critical for their development.

Fortunately, there are ways to do this, and once we get people thinking about how to make that transition, they start to develop their own systems in addition to what we have come up with - a kind of learning snowball effect. Developing direct understanding, however, is often a slow, time consuming process, at least at first. This is one reason why IRI's programs seemed to only progress slowly in the first few years, and then we suddenly started talking about the multiple business start-ups, new training programs in the works, etc. The initial start is a slow burn, but once the project gets going, well...there is a reason we don't feel that we need to be in Mozambique all the time now. The Mozambicans, having developed a direct understanding of several key principles of development, are now developing themselves like crazy.

It's amazing, and there is much more I can say (and probably will later), but I think I have a long enough post for today. Have a great new year, and thanks for your interest!

Website Recommendation: TED Talks

I intended to post this a few days ago, so I missed a month. I shall try to make it up this month with two posts. Today's item of interest is TED Talks, a website that is about...well, nearly everything.

TED Talks is basically a forum for introducing or expanding on new, interesting, or important ideas. The topics cover areas of science, technology, entertainment, anthropology, and a host of other issues (there are easily over 200 topics listed on the website). The views are informed and diverse, sparking some very thought-provoking ideas. While I don't always agree with what is said, I always come away with a better perspective on how people are investigating current issues.

It is a good site. Go take a look: http://www.ted.com/talks

Insight into Websites: Extra Credits

I’m beginning my reviews with an admission – I like computer games. This isn't really much of a revelation to anyone who knows me, though some often wonder why I have such an interest. For those people, and for anyone else interested in the structure, meaning, and purpose of games, I offer you my first website of interest, Extra Credits.

Extra Credits is a video series that highlights aspects of games, gaming, and the game industry that many people overlook or are simply ignorant of. Their videos cover a diverse range of topics such as game design, storytelling in games, the use of games as educational tools, and even compulsive video game play. All of the topics covered are treated with a serious professional focus, which reflects the experience the show’s staff has with the topic. At the same time, the subjects are presented in a fun, interesting way that makes it easy for newcomers to get a grasp of what is being examined and why it is important.

It is a simple fact that video games have become a part of the lives of nearly anyone who uses computer technology. From elaborate big-budget titles like Call of Duty to small, simple games like any one of many electronic Sudoku variants, games are everywhere you find computers (or cell phones). The question of what to do about and with them is, therefore, important. While many people immerse themselves a bit too deeply in games, others make the mistake of dismissing them as “immature” or “kids’ stuff”. Extra Credits, in my opinion, does an admirable job of highlighting just how complex games can be, and how substantially they can impact our society, for ill or for good.

Even if you have no interest in games at all, some of the topics (e.g. gaming in education), may still be of interest, just because of the ideas that are tossed around. Because of this, and EC’s mature, accessible, and lighthearted approach, I strongly recommend people give this series a try.

To visit the Extra Credits website, follow this link:
http://www.penny-arcade.com/patv/show/extra-credits

Doing Much but Saying Little

I’ve been a bit quieter than I expected lately, on account of keeping busy. I have been working on several different things at once – teaching at LCU, helping reorganize parts of IRI, reviewing the training materials for use in our South Africa and Hong Kong pilots, meeting with prospective partners, etc. Unfortunately, while this makes my life interesting, it doesn't necessarily make for good blog posts:

“Today I read books. Then I reviewed the training material I am working on. Then I edited the material a bit. Then I had a meeting. Then I graded papers.”

This is not exactly gripping reading.

So in an attempt to add some actual useful content to this blog, I am going to try to write up a short review of some of the reading I am doing. Some of this will be books we are using in some classes (real books that non-student people read, not just academic books), some of it will be reading of my own, whether that be books, blogs, interesting news articles, etc. I posted that I wanted to do things like this before, and now, with my more academic focus this year, I think I can actually pull them off.

Let’s give it a try.

Check in later this month for my first installment – I have a  couple articles and blogs I have been reading that have posed some interesting questions, so that seems like a good place to start.

Have a great October!

Still Alive

Well, I haven't posted in a longer time than I would have liked, but I am still alive. I am currently working at Lincoln Christian University, acting as their Missionary-in-Residence, which, roughly, means that I am "in charge" of helping students understand their role as ministers and missionaries. I am also helping lead a worldview class, which is immensely fun.

In the meantime, I am working on the several pilot programs IRI has scheduled for the next 12 months. The closest up is the one in December in South Africa, which seems to be progressing well. The other three are in Hong Kong, the Philippines, and Myanmar in 2014. I am working with our board member in Hong Kong on the pilot there, and Al is setting up the other two. In addition, I have at least two leads I am working on which may result in pilot seminars in the U.S. sometime in the next 8-12 months. If all goes well, I can use these seminars to train some additional presenters to help us cover the increase in work we will experience when the pilots we have scheduled provide us with proof-of-concept for educators in South Africa and Hong Kong.

So things are going well, and I am busy. Speaking of which, it is time to get back to grading - it turns out my students actually want to know how well they do on their assignments. Imagine that.