About our performance on learning history

As explained in my previous blog on performance 3, we conducted a learning history. As said, we first let the other students fill in a survey. From the surveys we collected, I could see how diverse the opinions are, and collecting them anonymously did seem to give people the freedom and a safe place to speak up whatever they really wanted to say about the course. I think this is what said in the article, the benefit of the learning history, collective and inclusive (Parent & Béliveau 2007, p.75).

Before our performance, in fact I was a little bit worried about what would happen, due to the fact that some opinions were inconsistent and I was afraid those might create conflict when we discussed them. However, it turned out to work very well. People expressed their feelings and concerns about the course openly. And the learning history document that our group made did help us re-recognise the learning process that we had been going through together. The most interesting in conducting a learning history for me is that there is no agenda or clear goal to achieve in the discussion, and neither a concrete conclusion at the end of the discussion. But through the talking process, we collectively reconstruct viewpoints on what the course of postmodernism is and how it might be in the future. As Parent and Béliveau said, the learning history is as much a process as it is a product (Parent & Béliveau 2007, p.74).

The performances form the other 2 groups are also very interesting. The first group gave us a little assignment to think what we think about USBO. They divided the assignment into 3 parts to let us experience three strategies for action research which are mentioned by Reason and Torbert (2001). Their idea is brilliant. The second group was a bit similar to what we did. They went through 6 phases of co-operative inquiry on reviewing our postmodern course. Our performance was after theirs, and we thought ours and their would be overlapped. Then we thought we could take over the performance from the 5 phase, and it connected and went pretty well 🙂 This made me think that things really changes all the time, we may not be able to control but to work them out during the processes.

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3 Responses to About our performance on learning history

  1. ah, OK… I just found the learning history document – great

  2. I would like to know more about your performances… your accounts are all rather brief… this one tells me more but, for example, I still dont know much about the article by Parent & Beliveau/learning history or how this (& your performance) relates to PomoRC…
    BUt I am enjoying this blog…

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