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Enlightenment@18000 ft: The Achievability Paradox

We were supposed to leave in two hours. A brand new saddle bag had been procured and so were the bike spares. Packing had been done.  However, I was still not sure we were going.

Both I and wife tried to convince a couple other friends/couples to come along for the bike trip to Ladakh but everyone had some pressing concern or the other. So we were just two. Internet search gave details about rough terrain, no contact with civilization for at least a couple of days and breathing problems due to Acute Mountain Sickness. You even got to carry extra petrol because you don’t get petrol pumps.

Moreover, times had changed. I was no longer the regular gym enthusiast in my twenties. No longer super confident about my fitness level, I didn’t want to end up sprawled besides my Royal Enfield panting at 17000 feet with wife trying CPR on me and no help in sight for 20 kms either way.  There was also, this safety aspect. What if we had a run-in with some ruffians in the middle of no-where? What if the bike broke down? What if……..what if.

The point is, I was not sure if we would be able to do pull it off, all alone. The “Achievability” of the target was pretty low.

We started out anyway.

We were told that just 40 kms of the 475 km from Manali to Leh was bad, all else was smooth sailing. On the road, we discovered it was much worse than that. Probably, less than 100 kms is “good road”, all else is such that you can’t move at higher than 15-20 km/hr.

We’d drive for 10-12 hours and only do 150 kms in a day. At several places, big streams of water flooded the road flowing perpendicular to it. Uneven depth below the water surface with varied sized rocks underneath and strong current towards the valley made it quite risky – if you are not careful, you can even be washed away by the current down thousands of feet. You’d fold up your pants, cross the stream, carefully steering the bike along and then change your socks because they would be all wet. We had some 5-6 pairs of socks and all were wet by the time we reached the last stream before Pang. So no option but to drive the last 20 kms (1 hour) to Pang in wet socks.

The cold was biting and it took sometime to adjust to the food on the way. Rocks, stones and gravel on the road with sharp twists and turns would make you jump and bump with a huge element of surprise, imagine having to do that for 12 hours at a stretch. At places, the road would be so dusty, you’d be covered in no less than half a kilo of road dust after just an hour of drive.

The road was worse than we imagined sitting in Delhi. The water streams were deeper and bigger, rocks – bigger and sharper, the journey more tiring than we apprehended.

However, I was much surer of myself when in the middle, we felt much safer, much more at ease than we had imagined, again, sitting in Delhi.

The point being, when you are about to start something, you make some estimate of the “Achievability” of the target and the “Level of Difficulty” in accomplishing it. Whether or not we set out to do something depends on our estimate of achievability more than difficulty.

However, once you start, a funny thing happens. You realize that a lot difficulties you imagined initially are there in a much more intense avatar and there are a couple unexpected ones thrown in for good measure. Thus, the actual level of difficulty (or, intensity of challenges) is usually much more than what you had imagined. However, even with bigger challenges, the target seems much more achievable than it did when you were about to start.

When you are in the middle of Leh-Manali, you are focussed only on the current hair-pin bend, or the water stream in front – energies are focussed on how to cross it not how fearful it is. Also, you have seen yourself maneouvre similar streams, bends, climbs in the past 50-100-150 kilometers, it kind of piles up. Moreover, being in the middle of action has its own adrenalin rush and enabling effect. All this contributes to the doubts about achievability melting away. This, despite challenges being bigger than expected.

The thesis here is that we usually tend to underestimate both the achievability and the level of difficulty when planning about a project.

The implication is that anything we can conceive of is much more achievable than we estimate. To be sure, the challenges we actually face might be more difficult than initially believed but it usually will all be worth it because of the increased adrenalin rush and the enabling effect, “I managed the last 50 kms so I will manage the next 50 too”.

The key is not getting bogged down by our low estimates of achievability.

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Twitter Updates for 2009-07-08

  • one world…one person….one digital identity….. #

Powered by Twitter Tools.

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The eTutelage Bag

eTutelage Bag

The eTutelage bag, image courtesy http://seizethebag.com/

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BodhiSutra launched

We recently launched BodhiSutra, a unique blended learning employability training program for Indian college students.

The program is unique in two ways:

  • It takes an experiential learning approach applied over online and offline learning methods, and,
  • It is the first program of its kind which lays equal stress on online and offline learning methodologies – combining the best of both the worlds.

The idea is to make great teachers available through technology even to remote places and bring about significant improvement in professional skill levels through online experiences without sacrificng on the age old face to face learning model.

The initial response has been great and the test marketing results are extremely encouraging.

Will keep posting updates as things keep getting rolled out.

Good luck to us.

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Pedagogical effectiveness of live online classes

(An older post, here only because of contextual relevance)

The basic pedagogical process can be defined as a systematic transfer of knowledge and – or skills from an instructor to a learner. Depending upon the basic objectives of the process, the transfer may be limited to cognition of facts or may be extended to application and extension of facts, their inter-linkages and derivative concepts.

Since the important players in this interaction are the instructor and the learner, the important determinants of the effectiveness of the process should include the instructor centric parameters, the learner centric parameters and the transaction centric parameters.

Instructor Centric Parameters

Instructor centric parameters revolve around the instructor’s ability to effectively transfer the skills / knowledge and ignite the curiosity and motivation of the learner to explore the area through active thinking and alternative knowledge sources.

  • Level of the target knowledge / skill with the instructor
  • Level of transaction skill of the instructor
  • Ability to engage
  • Ability to motivate
  • Ability to transfer the knowledge / skill
  • Ability to activate the curiosity of the learner
  • Ability to answer related questions
  • Ability to positively handle unrelated queriesMotivation level of the instructor

The level of target knowledge is to a great extent determined by academic achievements of the instructor. To ensure adequate target knowledge, it is important to not only go by the academic qualifications possessed by the instructor but also testing his actual level of knowledge through independent testing.

Transaction skills of the instructor depend upon the awareness of the learning process possessed by the instructor and his aptitude for teaching. A University degree in education provides adequate understanding of the learning process to the instructor. However, it is important to actually test the teaching aptitude of the instructor.

Motivation level of the instructor determines his level of proactive effort in ensuring effective learning. This depends upon the career goals of the instructor, his basic personality and behavioral traits. It is important to ensure that a sound synchrony exists between career objectives and opportunity and progression, the teaching profession provides.

Learner Centric Parameters

Learner centric factors determine the learner’s ability to grasp the target knowledge set in isolation as well as in the context of related concepts. This includes:

  • Level of the pre-requisite knowledge and skills
  • Level of inherent aptitude for the specific knowledge set
  • Level of inquisitiveness
  • Ability to process, analyze and link new information with what already possessed

Together, these factors determine the learning speed.

Several behavioral characteristics of the learner also impact the learning outcome. The ability to concentrate and stay focused, the ability to work in a sustained manner towards a target outcome are major behavioral parameters constituting the “learning personality” of the learner which greatly impacts the learning achieved.

An important distinction between instructor centric and learner centric parameters is that while instructors can be subjected to a selection process to ensure the right ingredients, there can be no such selection process for learners. Anybody with an intent to learn qualifies as a learner and hence, the set of learner comes with an extremely wide spectrum of learner characteristics.

Thus on one hand, we have students with fast learning speeds and extremely conducive learning personalities (“Bright students”) and on the other, we have students with below average learning speeds and obstructive learning personalities.

It is important to note here that there should absolutely be no value judgement attached to the varying levels of learning characteristics of the students. It is absolutely nobody’s case that bright students have more right to learn than the relatively slower ones.

Thus, it becomes imperative for the learning transaction to cater to and compensate for the differences in the individual learning characteristics of students.

Transaction Centric Parameters.

This is the third important set related to the effectiveness of the teacher-taught interaction.

Transaction effectiveness is primarily determined by the ability of the learning process to:

a) cater to and compensate for the wide variation in students’ learning characteristics,
b) facilitate continuous evaluation and feedback from teacher to students,
c) generate positive and negative reactions in response to the positive and negative learning achievements, and,
d) facilitate free communication from student to the teacher regarding query resolution and intimation of any learning help required.

Learning outcome of any learning oriented transaction depends upon the right synergy between the three major kinds of factors impacting the learning process

Traditional Classroom & Online 1-1: Competitors or Collaborators

Traditional classroom setting where a single instructor communicates with a group of students of the roughly the same age, knowledge and skill level has been by far the most popular mechanism of organized instruction. This is in no small measure due to resource effectiveness inherent in the approach.

However, since the learning characteristics of students in a seemingly coherent group vary significantly and classroom instruction inherently being a group learning activity it settles down to cater to the most populous sub-section within a group of students. This means a classroom instruction fundamentally caters to the median of students with learning characteristics lying at the center of the curve. In other words, it catres to the learning speed of an average student thereby leaving the students with learning characteristics at either extremes, stranded.

Thus, while the slow learner may feel confused and puzzled, the fast learner becomes frustrated because teaching is at the speed of an average learner. This has been the most significant drawback of otherwise cost effective and relatively effective classroom instruction.

Personalized online tutoring helps remove this weakness out of the classroom setting by providing supplemental learning at the individual learner’s speed. Thus the slow learner has an option to go slow, imbibing everything at his pace, the fast learner can quickly cover topics and move on thus satisfying and igniting his heightened interest level.

Done in tandem with classroom instruction, proper one-on-on online instruction creates the ideal learning setting for each individual student.

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