by Bernie Goldbach in Waterford
WHILE ATTENDING a hands-on training session in Waterford, I was challenged by Mark Guerin to reveal a facet of my secondary learning outcomes. I believe reflective journaling is primary evidence of my secondary learning. [1] [2] If my students can produce high quality reflective journaling, they have achieved gold stars for secondary learning outcomes.
Since 2006, I have asked creative students taking a Media Writing module in the BSc degrees I teach to maintain a written journal. I ask them to write about specific themes as answers to questions. In fact, one of my repeat students is completing a journal during the summer of 2023 that provides the reader with a better understanding of creativity.
I need to continue making video clips about journaling on my YouTube channel and hope to extend this practice of creative journaling idea into other parts of my teaching practice with the Technological University of the Shannon. I previously archived some work inside a digital repository of the journaling work by using tools on the campus OneDrive. However, because our online assets have changed since we consolidated into a larger university, I will need to reposition some of the work to ensure it's accessible by students and staff.
Ever since I adopted a daily routine of reviewing content I've highlighted, I've realised the exceptional value of reflecting on past work. And I've also become a big fan of cover art, end notes, and epigraphs. Thanks to electronic tools such as Readwise and Instapaper, I can see relationships between things I've created as sketchnotes, highlights, blog posts, and personal monographs. I'm trying to become more efficient at this process because I've more than 300 Moleskines in my attic containing my notes.
As I created this short blog post on a sunny day in County Waterford, I hear John Heffernan typing away at 50 word per minute next to me. I've followed John to many learning spaces and our co-creative activity today reminds me of an event in Thurles, County Tipperary, where we saw this process before.
At that event, Pam Moran said, "Our lives are filled with spaces where we learn from the time we are born and forever after. Learning begins with sounds, smells, tastes, textures, images, and emotional responses. Learning connects us to the world and the world to us. We learn as individuals and with each other. We represent our learning through our stories, images that we capture, words on pages, work we accomplish, and the symbols we use to describe, qualify and quantify our universe. Our learning embodies the uniqueness of who we are; no two memories are alike. This space for learning creates an opportunity to connect and construct memories together that become internal documentaries of that which we choose to explore- to rewind, play, pause, or fast forward. We are all creators of learning moments. That’s what we do." [3]
The 2012 Learning Spaces Conference connected enthusiasts at all levels of Ireland's educational system. It provided educators with practical ways to integrate technology into their learning spaces. It provided teachers with the tools which will allow them to connect with learners of the 21st century, who are at ease with technology.
The 2023 EPALE platform is a learning space that connects passionate facilitators in the field of adult education. I'm glad to add it to my timeline of lessons learned in adult education.
References about Secondary Learning
- Secondary Learning Outcomes as cited in Google Scholar.
- Bernie Goldbach keeps a Flickr photo album of his Moleskines.
- "In My Our learning spaces" with Pam Moran and Bernie Goldbach, April 16, 2012.
- "Graveside thinking about writing in the future tense", January 8, 2017
- "Writing for Social Layers", August 27, 2011
- Electronic Platform for Adult Education in Europe (EPALE)
[Bernie Goldbach teaches creative media for business on the Clonmel Digital Campus for the Technological University of the Shannon. He curates links about ictedu. ]
