Letter to Students: Specially for smart readers.

Please do not complain…there is ‘no problem’ with ‘education’

Statutory warning: If you read this letter and get offended, I will not be considered responsible for it because I have told you to be a smart reader in the letter itself. If you think that you can be easily offended, please ignore this letter.

This seems to be a perpetual question that appears every now and then and the issue is refueled when you cite so called successful college drop-outs like Bill Gates and Steve Jobs. It is our tendency to focus on success (and who defines success?) and ignore failures (again, who defines failure?), otherwise you would have cited millions of other college drop-outs who are not so successful in the eyes of our (read ‘your’) perceived society.

Let me present some of my views on what you are gaining through higher education.

1.  A highly structured and directive learning

The education in higher institutes tend to be so directive and structured (thanks to accreditation agencies and regulators), that it frames your minds, conditions your thinking and frames your intellect. Wait a minute…does it appear negative to you? Come on…do you not agree that If you do not demonstrate specified learning objectives set for the course by the faculty, you will not get any credit and will be labelled as a failure in a particular course. Believe me there is no problem, this situation will continue unless you assert …wait professor…I do not like these learning objectives…why should I achieve these? I have not developed these for my learning. Your faculty developed these without asking me. But are you enrolled in higher education institutes by paying a hefty fee to develop learning objectives? No…come on….leave it to us…just follow what we give to you. Do not take the ‘extra’ pain…no need.

Ignore this part – ‘it is too verbose’: you are a smart reader – are not you? Well, the real problem lies not in students’ failure to demonstrate the achievement of specified objectives, but in fixed and specified learning objectives developed by so called intellectuals and imposed on students with the expectation that they will take an ownership of these objectives. Are academicians justified with the expectation of ownership of learning by students? The problem is that students are expected to take something designed by others. And, that’s why they just take it. The relationship between students and teachers is like giver and taker. The teachers give so called knowledge to students and students take it. This is evident when educational researchers found that most of the students use a strategic learning approach to get the degree and they get it. Or they just learn what they are taught.

Oh! Did you read the above paragraph? So, where is the problem? No problem at all. Are you not happy with the structured and directive learning? Are not you comfortable because you know that you will fit well in this world, earn good amount of money and will be termed as successful in eyes of others (which reflects your vision too!) with the ‘training’ you are receiving in higher ‘education’ institutes?

2.  A degree

Let me tell you a story…you love stories…don’t you? Origin of universities -  The institution called ‘universities’ were not set up by intellectuals to teach students in order to frame and condition their minds according to the perceived needs of society. The first universities came into being from students who formed community for their own learning and they used to hire and fire faculty members. They used to have full ownership of learning. This situation changed when universities started providing degrees. The moment the degree granting practice started, faculty became more powerful than students’ community and started dictating the terms. It means that the faculty under the influence of those who fund them started deciding what to teach, how to teach, what not to teach and how not to teach.

But, why should you care? There is no problem…just ignore the above paragraph… do you not want to be rich to fund universities in future? A ‘successful’ and rich business man who need ‘trained’ students to work in your company or further your ‘business’ ‘your way’? So…where is the problem? No problem at all.

3. Higher education or training

There is a plethora of articles on difference between education and training in internet. One Google search is enough to find the difference. But, wait…..how to search in Google is training and how to interpret and use the results (and how not to!) and how to apply learning from this practice in your life is education. In simple words, training provides skills which are necessary to perform a task and education provides wisdom to decide whether you need such a training or not. The problem is that most of the academics know the difference but, in most educational institutes, we provide training to equip students for the ‘real’ world. And this real world is what we tell you, instead of you making your own sense of world. Wait a minute…how can you students with no expertise can make meanings unless we teach you how to do this too... If you start making free will meanings then it will create problem to our community of educators and experts. If you act as experts who will give importance to our expertise we earned after so much investment in our ‘education’? We need to carry on with our ‘tradition’. We should never lose our power… And, this is the reason, the structured and directive teaching is designed with the power of providing degree and credit so that the learning is proved as assured according to what is specified by us….the powerful faculty.

Wait… did you read the above paragraph too? If yes, you are not smart! Believe me there is no problem that is evident anywhere.

The problem appears when we try to use a critical approach. And, I have noticed in my 10 years of experience in academics that the critical thinking is lacking among so called intellectuals and students in the present era. The reason is our conditioned mind that accepts everything that is presented to us.

Don’t you seek structures, definitions, clear instructions, frameworks, concepts developed by others? Do you challenge existing definition, frameworks and concepts? Don’t you love to hear stories of so called expert practitioners and researchers/academics who provide their subjective knowledge as the ultimate knowledge to you well-structured in a spoon…sorry ‘spoon’ is taboo..? Let me use another word….fill your ‘empty’ glass of knowledge with our ‘wisdom’. Are you not happy with whatever so called experts tell (well sometimes after little challenge from you but eventually you give up!)…you love downloading the knowledge…from our minds to your mind in a directive, straight forward manner or sometimes indirectly from so called teaching and learning tools like cases, projects, lectures etc. (as education is a task and we need tools to make it easy to complete)! using established frameworks and concepts, we tell and you accept what is acceptable in the world and what is not, and how the world works and how you should work and behave. Don’t you see us as knowledge providers? No need to change the status quo. Let us enjoy the power and prestige in such a relationship. You should always feel that you are not knowledgeable enough, lack experience and expertise (and thus lack confidence!) After all you are students! Have you seen any faculty member who ask you to develop your own frameworks, your own concepts and definitions instead of applying the existing ones? (And if your answer is yes, ignore such a crazy professor…he is fake….he has no ‘knowledge’ to ‘give’ it to you!)

Ignore next paragraph too – remember – smart reading!

The real challenge for educators in this era is to instill in students the confidence and habit of critical thinking. Do academics have guts to tell students that whatever they are being told includes few subjective perspectives and not complete knowledge because the real learning and knowledge cannot get transferred from experts and cannot be downloaded in mind. Can we tell them that they are in fact receiving training in so called educational institutes so that they can get fit into the world (like cogs in a wheel/bricks in a wall – courtesy to Pink Floyd! Let us be happy…do students really understand the meaning of the Pink Floyd song?) My view is that the real education is there where students no longer depend on degrees, universities and teachers. Students design their own learning needs, find their own resources for learning, evaluate themselves or among peers, listen to all practitioners and researchers, but acknowledge that OK it is their perspective, their experience, their learning and their views, but we as students need to construct our own learning by freeing from existing frameworks and definitions. Of course, it first requires understanding the existing concepts and frameworks, otherwise how can one make herself free if she does not know properly the shackles binding her.

Did you read above paragraph too? You are not so smart. If you really think that you have received real education or if you think there is no way you can get the real education in universities, the best you can get is just training and you are educated enough to know that you do not need this training in the name of education, because you know how to self-learn independently and for life-long duration (and a high paying occupation for yourself)! It is better to drop-out before your minds also gets conditioned permanently. Or, ask from your professors…OK prof…this is what you told us/books mention/experts recommend about this…. But let me tell you how I constructed my learning from various resources and inputs and believe me more than half of what you told me is really bull sh…! Wait a minute…how can you talk to your professor like this…you do need to pass, don’t you? But, do you at least feel this?

True education provides capability of independent and lifelong self-learning. Wait! What I mentioned? Self-learning? Imagine if students are so much educated and developed in high schools that they do not need degrees and universities’ for further learning. Will it not change many things in this world? Now, it is a problem… How the universities will survive then? And wait a minute….I forgot I am a faculty member too! I should stop writing now…it is becoming dangerous! Go back to your class….listen to your professors…..find a good job or start a business and be ‘successful’ and yes, ignore this letter please! I am sure you will read this last paragraph…smart readers!

Borneo Post Online Article

It is important to write in a simple manner. This article is published in Borneo Post Online - A newspaper in Malaysia.
http://www.theborneopost.com/2013/04/03/arent-we-all-marketers-too/

I have been studying a course titled "Nature of learning and Teaching". The article by Biggs - considered as an important and influential article is a part of this course. I have tried to analyse this article and I welcome your comments on my analysis.

Biggs, John (1999) 'What the Student Does: teaching for enhanced learning', Higher Education Research & Development, 18: 1, 57 — 75

I appreciate the bold style of author and use of constructivism paradigm in the writing. The article appears to be very valuable for designing curriculum. The use of classifications (learner types, levels of focus, grading criteria, hierarchy of verbs, suitable list of TLAs and assessment tasks) provides very easy and structured reading. However, some of the classifications/categorizations bring some concerns as mentioned below. Irrespective of concerns and limited focus on curriculum design, the article depicts a good picture of real scenario in terms of teaching approaches and styles being adopted in universities and associated problems and challenges. Another issue evident in writing style of the author is the tendency to be prescriptive and lack of feminist approach. This gives the article a masculine approach. But, higher education itself has developed a heavy masculine characteristic and it is a challenge to use feminist approach in this domain, especially when constructivism itself is considered as a new and developing post-modern approach/philosophy.

Some concerns as a reader:

In this section, I have included my thoughts as a reader first (and less as an educator). However, in the section of logic/reason I have tried to wear the educator’s (perhaps author’s) shoe too. Taking such approach to reading and analysing helped me in observing various perspectives. However, I found that my role as a researcher has dominated my analysis.

1.    Student’s learning approach

1.1     The concern: The first section of the article: “Student Ability and Teaching Method: the pay-off” - presents/describes/acknowledging the idea of existence of two different approaches of students to learning (Superficial and Deep). In addition, the statement: “Students like Robert probably are in higher proportions in today's classes than was the case 20 years ago” (p.58) suggests that the thinking/organizing process of the author may fit the “Level 1. Focus:  what the student is” (p.62). This may bring some confusion due to inherent contradictions in the essence of the article and detailed content/statements in the article. Perhaps, this observation has appeared due to my dominating researcher role where I tend to find some gaps/problems in academic writing.

1.2 The respite (for researcher me): However, at another place in the same article, the statement: ““Lack of alignment is a major reason why students adopt a surface approach to learning” (p.69) suggests that the author may be aware of the reason why a particular student selects a particular approach to learning. The statement clearly signifies the importance of “Level 3 Focus: what the student does” (p.63).

1.3 The logic/Reason: I think that the author was struggling to write in a manner that teachers with all levels of focus can comprehend the article. Therefore, the author adapted the style where he tries to think from the angle of readers. In fact, explaining the constructivism or Level 3 focus of teaching approach is challenging and the author tried best to explain it in writing.

2.      Issue of assessments:

The issue of assessments is the one of the most common issue I frequently grapple with as an educator. Therefore, this section is viewed and analysed using the lens of a scholar and educator.

2.1   The concern: There is a strong emphasis/recommendation on grading (using Criteria referenced System) based on higher level of performance of students reflecting achievement of higher level verbs which are nominated in the objectives (p.65-66). But, at the same time, if the following statements are true:

1. “Teaching/learning activities are chosen that would be likely to encourage students to engage the optimal verbs, and that are practicable within the resources available. Objectives, teaching, and assessment, are now aligned, using the verbs in the objectives as markers for alignment” (p.66),
2. “From our students' point of view, the assessment always defines the actual curriculum” (Biggs p.68, as in Ramsden 1992, p. 187),
3. “In fact, it is difficult to separate a TLA from an assessment task (p.73)”

Is it possible that students get lower grades? It may be possible only if the teacher intentionally designs the assessments which are aimed at creating the differences among students, or, If TLAs are not carefully designed (and in this case, this is the fault of teacher who designed the TLA and not the student who received lower grade).

2.2 The respite (for researcher me): In fact, the solution is provided by the author in the article in the statement “Teachers shouldn't want a "good spread" in grade distributions. Good teaching should reduce the gap between Robert and Susan, not widen it” (Biggs p.69).

2.3 The logic/Reason: The activity of grading students based on spread of grades ranging from Fail to High Distinction or F to A grade, appears irrelevant if the constructivism (as explained by PBL or learning portfolio sections) approach of teaching is applied. But, the fact is university administrators may not be aware of such approach or it may be difficult to ignore the administrative requirements (as mentioned by author also), the inclusion of recommendation (as mentioned in section 2.1) in this article makes sense.

I remember how much time and effort was spent by me in explaining the administration after the last term where all students (12 out of 12) received D and HDs. The first comment from dean was = “is it not our (educator’s) role to demarcate better students from not so good ones!” And, the second comment reflected the distrust that my standard of teaching is not at par because students find it so easy that everyone gets D and HD! It followed with the suggestion to raise the bar at such a level that some students should get C and P grades in next term! I am still not sure what should I have not done so that students would have got P and C too. But, then I think, is it not my duty to strive for excellent performance by all students. Do I need to spend my time and effort to design activities to bring variations in performance of students or do I need to deign activities that are aligned with objectives and design suitable scaffolding, opportunities for skill development of students and contribute to their learning so that all of them achieve an HD ultimately!

Some concerns as an educator:

What’s missing in the article: Strategies to achieve/realize level 3 focus:

These elements are missing because the article primarily deals with the issues of curriculum design, and there is a limited focus on delivery aspects. Detailed description of methods to design the activities in order to encourage students’ engagement by creating a safe and respectful environment was missing. The reason may be that these issues are not directly related to curriculum design components (like objectives, assessments) etc.

3. Creating the engagement and perception on students’ role (Creating a learning community in classroom)

A section on the teacher’s view/perception on students and their role in learning is as important as teachers’ perception of self and their role in learning. 

If teacher perceive students as “children deprived of/dire learning who will become knowledgeable and learned after education” and students’ duty is to just “follow the teacher” so that they can receive the “help of a caring and motherly” teacher in form of pre-structured information (leading to spoon feeding), then obviously, this perception will tend to follow either Level 1 or Level 2 focus only.

But, if the teacher perceive students as mature, responsible and resourceful adults who can be trusted to contribute to learning for each other because of their own set of experiences in their lives, that can realize the formation of learning community in class (and it may be effective in large classes too), the teaching approach will definitely lead to level 3 focus.

Therefore, perception of teachers on students’ role and teachers’ faith and trust on students’ capabilities are pivotal to teaching concept formation and subsequent change of teaching concept.  Empowering students in classrooms is essential for reaching level 3 focus. In addition, mere methods and techniques to engage students while having perception of students as “children deprived of/dire need of learning” may not work effectively.

4. Empowering students

Flexible approach to teaching also supports level 3 focus. Empowering the students so that they take the responsibility of learning of others along with self-learning may result in students actually taking the role of educators effectively. This requires taking a back bench by the teacher during many sessions and perceiving every participant in class as having enough capacity and ability to “teach each other”. Teaching is no more a task to be performed by teacher/instructor/lecturer, but it is a self-automated process driven by all participants according to the context and need. This requires using not only peer assessments and feedback, but involving all the participants select (or design) their assessment components, assessment criteria/rubric for each assessment component and in formation of rules, norm setting. Such empowerment of students has the potential of transforming students no merely active learners but also as responsible facilitators for learning of other participants too.

I invite your feedback/input on this analysis

Some questions

Welcome to the journey (being an academic is a journey for me and may be for you too or you may be just a spectator to this journey--welcome to observe in this case)!
I have been exploring some answers and some more questions in my academic life. Here are these questions:

On academic

What is academic? Is it a practice or way of life? Is it a job? How does this job look like? Is it possible to create a job description?

Who is an academician? Is it a role? Or, is it a responsibility laden designation? What activities does an academic do? Is it necessary to do all these activities if one claims to be an academician?

Is it necessary to reflect? Or, it is a choice? How to reflect if one chooses to reflect?

On student engagement

What is the meaning of engaging students? With whom the students should be engaged? How to engage students? What are the skills required to engage students? How to take a leap forward if one has never tried to engage students while teaching?

The role of Convener/Teacher

What are the expectations (of students, universities, Community at large) and how do we know these expectations? How are these expectations being formed among students, universities and community? Do I expect myself to fulfill all expectations of others? Is it necessary to fulfill understand all such expectations or is it enough to fulfill our own perceived expectations?

On Research

What is research? Why is it necessary to conduct research and publish by an academician? What if one does not like to do the research at all? Is there a choice?

On Universities’ expectations from a program-It is clear from the Graduate attributes/Skill-sets/Program learning outcomes (which all universities are emphasizing in the current era of outcome-based learning)

But, am I convinced with the specified attributes, skill-sets and program learning outcomes? Is it possible to have a common set of requirements for all students in a program? Is it a good idea to have a unit outline prior to meeting students who will be taught according to the unit outline?

As soon as I think that I have reached a solution to these questions, I get more questions  and sometimes my initial questions get modified. Is any solution possible? Or are there many solutions each accompanying more problems? I shall write more on this in my next blog.


Comments on these questions, comments with intention to answer these questions or comments just to add more questions to this existing set of questions are welcome!

Being and Becoming An Academic

In a particular stage of our life, I believe that all of us face few intriguing questions like: Who am I? What is my identity and where I belong to?

Well, after few years of searching the answers of such questions, there seems to be some clarity and that's why the decision to start this blog as a journal of my journey to being and becoming an academic is taken now. This is my first blog that will be updated by me regularly.

My writings in this blog will include my perceptions, views, believes, thoughts and reflections as an academic related to diverse areas any academic may face in his/her lifetime.