A short one this week, just to let you know that the Xperiential Education Podcast is Live!
The first two episodes are out and another will go live tomorrow! It’s been a wonderful educational experience for me traveling to meet the different educators and cover a huge range of topics and educational contexts. Please join us on this great journey for updates and some key links check out the website & twitter feed:
Web - www.xperiential.education
Facebook - https://www.facebook.com/experientialeducationpodcast/
You can subscribe to the Podcast on:
If you’re running a cool experiential education program, please get in touch, I’m always searching for great new ideas for shows and exploring different techniques and strategies for experiential education.
Often teachers like to tell others what to think. I know my teachers did when I was at school. In fact, they had an entire system in place there which actively stifled creative thinking.
However, as creative and independent thought becomes an increasingly important skill for students to have, how do we help develop creative thinkers?
Firstly, whatever you do, don't give students all the answers! This is a total cop out, much of which is borne from easy access to someone else's thoughts. What better way to study a novel for English, other than watch the movie and download all the crib notes! After all that's what everyone else is doing!
The problem with this approach is that you end up thinking exactly the way someone wants you to think, but ultimately other people's thoughts and feelings can never be your own and the most powerful lessons are based upon our own experiences, not others.
I see it all the time in education. Teachers feel the need to tell you exactly what a text means, what a character represents, what underlying themes are at play. All of this places a huge amount of perspective bias on a text. But what a text, a song, a piece of art or an engineering system means to one person, may be completely different to another! It's through encouraging and supporting this difference of perspective that drives creative thinkers.
If there were only ever one answer to everything, then between Google and Wikipedia, the world would be a perfectly balanced and happy place. Yet that would be a boring world in which to live.
Thankfully, instead there are endless answers, perspectives and feelings that are generated from literature, art and science that's taught in schools. The key to unlocking the value of this is by allowing students to explore and communicate their own personal perspectives.
Music for example is an easy way to spark discussions about abstract feedback such as feelings and interpretation. Give your students a song to listen to over and over and see what emotional response they have and ask them why. Whilst some songs will entice similar responses, there's countless ones that will have vastly different meanings for different people, because they're applying their own thoughts and experiences to the subject matter.
The artist may have had one idea stemming from life, but to be brutally honest, that means nothing to the listener. It's only from our own lives that we can draw our own emotional interpretations. Understanding this can be a powerful tool to help students develop a sense of independence, self-worth and identity and should be encouraged.
One song which fascinates me is Mad World, by Gary Jules, which is the theme song to Donnie Darko, which again is a movie which is amazingly complex and what it means to me is totally different from what it means to everyone else with whom I've discussed it.
There's no point in my analysing the song nor the movie here because I can only express my thoughts and feelings on it. Instead, listen to it a few times. How does it make you feel? Who do you think of when you hear it? This can be applied to so many songs. We listen to music, not because we care about the artist’s experiences. It's all an expression of our own. This is true for literature, art and science. They're all reflections of our own experiences and emotional responses.
So no matter what you're doing, there's never just one answer. Allow your students to explore and apply their own perspective. This encourages them to be creative and develops their critical and independent thinking skills, skills which will help them thrive in an ever-changing world.
I felt the bracing cold of Canberra, as I stepped from the car in anticipation of another challenging weekend at GovHack. I can understand why the Federal Parliament has a winter recess! However, despite this, I was rugged up and ready.
Walking up to the Snow Centre (Canberra Grammar’s amazing technology building), it was lit up with the GovHack and CGS logo projected onto the wall, looking more like a night club, than a school. Thinking of which, imagine how much money you could make from doing pop-up night clubs in schools on the weekends and in the holidays! Think about it! You have the venue, the sound systems, plenty of parking… You just need a liquor licence and you could make a ton of money! Hmmm I could be onto something… (patent pending © David Gregory 2017!!!)
Anyway, walking in, the place was buzzing with excitement. Even the registration process was cool, as I lined up to register. It was in a darkened room, illuminated by a number of computers. My name badge had been printed on this cool looking Perspex, which in the darkened room appeared to glow.
Armed with my badge and my laptop, I walked around and said hi to a few people I’d met last year. However, my nerves were starting to kick in. For me this sort of event, at least getting started is way outside my comfort zone. I may run around the countryside mountain biking, hiking, exploring new places and speaking to large audiences without any problems, going into an unknown project with a team of people I haven't even met yet is a tough and challenging experience for me. However, that's the whole point! Part of the challenge for me in doing something like this, is the fact that it is confronting and nerve wracking stepping out into the unknown.
Whilst I often talk about ways in which to push others outside their comfort zone, it makes little sense to be teaching this, unless you're going to do it yourself. Despite the nerves, the apprehension and not knowing how that night was going to turn out let alone the whole weekend, I walked in. Always worried that I wouldn’t be able to find a team, I pushed through this negative thinking, in anticipation of what could be. As usual, I was proved wrong on this. At the team forming point, I met some amazing and diverse people with whom I ended up working.
Whilst there are prizes for the most innovative use of data and a range of other categories, for me success was more to do with finding a team and working with that team to produce something interesting over the next forty six hours.
The excited noise of the crowd subsided, as ACT organiser Matt Purcell introduced the evening and ran through the rules of the event and provided a rundown of everything that was happening over the weekend and most importantly what was for dinner!
At the conclusion of his presentation, there was hurried activity as teams scrambled to their breakout rooms to start hacking, or grab a can of drink from the fridge, both good options! For our team, the first challenge was to get to know everybody's names and work out what everybody's strengths were. We quickly went around the table and introduced ourselves with a quick background as to what we do and why we were competing at GovHack.
Most teams had been organised beforehand and many of them had already devised some idea of the sort of projects they were going to work on. However, when you’ve just created a brand-new team with people you’ve never even met before, suddenly the challenge of this exercise escalates. Not only do you have to get to know people and work out their strengths really quickly, you have to come up with a cohesive and innovative idea using government data and produce at least a semi-working prototype within forty six hours.
For many, this might be an overwhelming task. However, I believe the key to success in this is effective communication. Even though we weren't able to go straight to a room and start working on our project, we were able to communicate effectively with each other and through our discussions and brainstorming, ideas started to flow and slowly come together.
As I've said many times before, for me being innovative is really hard sitting around a table. Yet this time, I found as ideas were being thrown up as to what datasets could be used, I was able to start bouncing ideas back that over the next hour and a half started to form into something quite interesting. The only thing which stumped all of us was the team name, which in the end pretty much ended up being based upon the solution that we created.
So what did we come up with?
After harassing countless government mentors and asking them what their biggest problem was, we came up with a mashup idea which evolved from using the cat restricted area data to chase down rogue cats, to a mobile app which allows drivers to quickly and accurately report injured wildlife to ACT Wildlife services. With the ultimate aim of faster rescue services and better data-capture on injured wildlife, our team got to work to research the impact of this in more depth and then built a business case and prototype from this.
The day seemed to evaporate as we brainstormed, planned and developed the idea. The sun had set and the rich tantalising smell of Indian food wafted through the air. With the organisers catering for 170 people, I've never seen so many massive buckets of curry in my life. It was a much needed and appreciated meal after a long day of hacking!
I headed off around 8:30 that evening after what had been a very productive day of team work. We’d all been working on our individual tasks, which were all contributing to the big picture of our overall project.
The next day started slowly, but the pace picked up to frantic levels as the deadline approached. We’d completed the project and the video just in time. However, after the first attempt to export the video from iMovie to YouTube failed, I had to do it manually and when I did, the computer was telling me it would take 26mins to upload the video and there were 13mins to go!!! Not able to rely on a timely server crash, I quickly re-exported the video at a much lower res and nervously cancelled the upload, removed the file and started again! The smaller video file uploaded quicker than I expected and thankfully with 4 mins to go, it was in!
Honey I Hit a Roo! - https://youtu.be/Gpi8EZiYi2Q
As the upload was confirmed, a great feeling of relief and achievement flooded in. It felt great to have successfully completed a project that two days ago, we had no idea about. Whilst at this point, it’s easy to reflect and say there was nothing to worry about, which in the end was true, if I hadn’t challenged myself and pushed myself outside my own comfort zone, I’d never have met such a great team who included Yogesh, Anthony, Ian and Mahathir and been able to create a really cool solution to a massive problem in Australia.
For the remainder of the year, I encourage everyone to do something that’s way outside their comfort zone. Don’t just teach it! Actually do it! Through this, you can become far more confident and effective in your own work and your own life. For me, this was such a great weekend, meeting new people and reconnecting with others I hadn’t seen in a long time. If you’ve never been to something like GovHack, then you must save the date for next year! A huge thankyou to Canberra Grammar, Matt Purcell and all the other GovHack volunteers who made it such an amazing weekend! Great work for me! It was a wonderful experience and the atmosphere of the whole event spoke volumes about how well it was done!