COLLABORATION+REPORT+2

Nicky Robinson Collaboration Report 2 8802

Naturally, a postgraduate course exploring human futures would engage contemporary methodologies to impart course content. Still, this newer mode of learning requires active participation and perhaps some greater effort at times, on the part of students. As the saying goes, “You only get out what you put in.” And so, for my second Collaboration Report, I wish to report that I “put in more”.

I have not chosen a course so that I may sit at the back of a lecture theatre and feed my isolated brain with the dulcet tones of lecturers. In a online learning space, collaboration is the glue that makes course content stick.

**MORE COLLABORATION**

During the first half of this semester, I used forums and engaging with professionals and community members on related issues in a more intuitive manner. But, as your Collaboration Report 1 feedback noted, many of us felt frustrated by the lack of collaboration overall. I was compelled to ask, if all of us in isolation are despairing our isolation, why are we not simply engaging? If a lack of collaboration had been noticed by many, what allowed it to persist?

At that juncture, I began to take this facet of my study more seriously. For some, I suspected, interaction is a painful or at least awkward process. I first encountered this reticence when giving my own classes on creative writing and letter writing. Without adequate motivation, there is often enormous procrastination. Deadlines go some way to relieving this problem: Things get done because weekly activity requirements demand it is done. However this can reduce the process to a ‘ticking the boxes’ exercise, where you post a comment, reply to three others and get on with your daily life. Admittedly, there were times when constraints of time meant I did not engage with other students in a truly meaningful way. But in most weeks, I worked hard to attempt to post as early as possible in the week - in order to stimulate others’ thinking, and also give everyone a chance to consider and reply. This sometimes meant completing the assignment very early in the week in order to develop enough knowledge to engage in the forum. While not always easy, it at least meant I got my assignments in on time.

Given the collective reticence in the first half of the semester, I began to try different strategies in the second half.

**WHAT DID I CONTRIBUTE?** I reviewed past threads and noticed a post from Rodney Matthews in Week 3, where he intentionally used a humorous, tabloid style subject line to attract attention. It worked for me - I’d be interested to know how many other students checked his post as a result. What I learned from this particular example however, was that we do need to sell our posts with an engaging subject line, followed by points which dig a little deeper than merely reporting facts. This became more important to me over the second half of the semester, as I attempted to balance academic titles with more humorous or attention-grabbing ones. The same applied to content: I began to write with the intention of eliciting a response. I took a few more risks, offered less conventional views. I also focused my replies to posts on those who had fewest replies, to increase their confidence. Where possible, I continued conversations right through the semester in relation to these posts, as have a number of other students. This has been really interesting - continuing different threads of conversation across a number of subjects, and I have consciously sought to offer both credible inputs and some of my own unique perspective, for the benefit of others.

I also began to make note of information discovered during my course research, as well as through collaborations external to IHS. For instance, on Sept 19 I found and passed on news of a fascinating and highly relevant report, from CSIRO entitled //"Our future world - global megatrends that will change the way we live.//" I felt this report was important as it offers Australia-specific scenarios, within a global context.

I was also compelled on September 25, to write an open note to other students, encouraging greater interaction on the bass that I too, lacked confidence and therefore sought the input of others to develop my own certainty. Entitled “A confession to all IHS students”, I hope it would generate significant conversation. Unfortunately this was not to be. I continued to try other tacks.

In week 6, I posted a new idea, hoping that would generate discussion. I intentionally included this to sound out feedback to the idea and was rewarded with a positive post from Rodney, who picked up on my use of a new term to describe a potential new ‘industry’ - Quaternary Industry.

In week 10 there was no official forum, so I posted a basic question open to students - or tutors - to answer. I also submitted a second post just to encourage ongoing dialogue - however brief - during the final weeks of report and project preparation. Again this was general but intended to target the less confident students. I cannot tell if these posts have been read, but they have not been responded to as yet.

I was also encouraged by Angela, to post my discoveries on how a Mac user can deal with a huge Powerpoint file - compressing it to under 5meg with voice over. After hours of investigation and finally, results, I posted simple directions on the Graduate Commons. (Note: Since, an email from Mark Paynter indicated my submission was irretrievable. I ended up re-sending the large files via Google docs in two formats - one as a .ppt file and the second a .pptx)

Tutorials were more difficult for me to attend, due to work commitments. On the one occasion I did try and join in, there was a technical problem with eLecta and Macintosh users. Skype was my second course of action - and though it worked for me, it could not link in to the tutorial.

My contact with other students also included messaging, interested in what others were up to and where needed, offering support. I have arranged to meet with Sarah Guthleben in coming weeks, just for a coffee and a hello. I did recently email Nosrat and Rodney with simple hellos - and both replied with delight, quite quickly, (so I know my computer is working!) In doing so, I discovered very quickly that Nosrat has a huge study load and that Rodney has been overseas with his family. Thus the relative silence of late.

Just the simple act of contacting another person buoyed me - and as I hoped, it did the same for these others. I chose them even though neither is in the ‘shy’ category, feeling that the beginnings of a community might create a groundswell which would in turn, encourage others to join. This will be an ongoing process, and I intend to continue it during the break between semesters. At some stage I hope to visit the UWA campus - as I know that face to face meetings with locally-based students will establish lasting connections.

Another key area of collaboration - which I will detail more fully in my Extension Report - was my decision to participate in the organisation and running of a cultural Eisteddfod on October 19, 20, 21. It was, admittedly, a challenge timing-wise, as final Project work was well underway. However, I was genuinely compelled by the integrity and diversity of the group putting it on, and the principles for which the event stood: the right of every person, no matter what skill level or background, to experience and enjoy culture in its many forms. This event also included a public lecture on the topical issue of attempted restriction of freedom of speech in Australia. Entitled ‘Guilty Until Proven Innocent’ and presented by the Kenja Communication Group, it presented significant evidence through time, of official corruption and persecution of minority or fringe groups, who promote freedom of speech and expression. The event was an outstanding success and generated much positive publicity and exchange amongst attendees.

Finally, I am aware the course itself is in a process of evolution for both student and tutor, so have consciously attempted to engage and offer feedback to tutors during this semester. This included suggestions and questions regarding information and deadlines for students, as well as Skype conversations with Neville and one with Angela in early October, where I sought some guidance as to what I was thus far doing well, and where I might improve. Having taught students myself, in writing and advertising disciplines, I am aware that teachers too, can benefit from such interaction with students. I greatly appreciated Angela’s generosity of time and attention, and hope I reward her efforts by applying the help she offered.

**WHAT DID I GAIN?**

Although collaboration is always going to be a challenge when dealing with people cross-continents, who are accessing the course at different times, juggling different priorities and balancing personal views with academic development, the benefits are significant. I gained an enormous amount of insight, ideas development, growth in learning, added self-confidence and understanding through relating to other students in the course, tutors and contemporaries in my community.

Unlike Tadhamin, I did not grow up in a war zone. I have never been forced to address issues of basic survival. I have not completed a degree in anthropology, as has Ryan. Nor have I worked with wildlife in Malaysia like Nosrat. Each of their perspectives - and the rest of the student group’s - have given me unique assistance in exploring facets of the course content I would otherwise have remained blind to. Be it from a cultural perspective, an observation based on differing values or the result of experiences I’ve not had, every contribution during the semester has been received and considered valuable to the whole.

Just as the rate of technological advance is exponential rather than linear, so too has my comprehension advanced through cooperative learning. My understanding of world issues is incomparably greater and I have engaged more meaningfully with my Climate Reality Project colleagues as a result. My participation in related community events has increased. The breadth of my reading materials has expanded. And I have begun actively developing new relationships and researching opportunities with a view to new employment in an environment-related field.

I have also received suggested links and other reading material advice, to contribute to specific areas in which I am interested - both through forum posting conversations and suggested content to support my project. This too, has been really helpful.

Finally, I began to pay closer attention to my wiki, realising it had the potential to be a helpful reference to other students doing the course. My learning journal afforded me the opportunity to write in a more conversational manner, about the process I was going through week to week, and some of the challenges I faced. I wrote keeping in mind that I might be able to offer relevant ideas or relatable experiences to others, but I was also quite honest in diarising my journey. I recognised too, that posting weekly assignments and updates on my work was important to both others and to myself, as a part of the consolidation of learning process. Repeated use of wikispaces has also improved my technical skills - an area in need of expansion.

**NEXT STEPS**

As Christmas approaches, I will now endeavour to organise a get-together of east coast students in Melbourne. I think we all will appreciate the opportunity to review the year, discuss ideas and projects, and generally get to know each other better over a meal. It was interesting to note in the CSIRO Futures report* I cited in a recent post (and subsequently used extensively in my Week 10 assignment), that one megatrend included a shift away from social media and virtual connections, in favour of a return to face-to-face interaction. Though internet is essential when a unique field of study such as IHS is not locally accessible, it is heartening to note that our species need for collaboration has not evolved past a desire for a good, old fashioned Aussie barbeque.

End of report

* The CSIRO report ‘//Our Future World - Global megatrends that will change the way we live’// is accessible via []