Originally posted to eBridge on Sunday 25 March 2012
'I now say to myself that the greater part of
conscious
thinking must be counted among the instinctive functions'
Nietzsche, Beyond Good and Evil
Perhaps I'm being a little random here, but is there
a certain parallel between this statement and depth of learning? We often
overload ourselves with facts in our conceptions of what it means to learn, but
unless those facts translate into practical action, what good has the 'learning'
done us? Can we even be said to have learned it, or have our working memories
managed to capture words and spit them back out as a parrot
might?
If our assessment of our own work is to have any real
meaning, we must consider for ourselves what actions may come from it. What
good is it that we create a poster, or talk over our collaborative work, if we
do not define actions that we desire to take based upon our new understanding? Simply maintaining the status quo in assessment is not enough, in fact
reinforcing existing errors in the digital context will lead us only to faster
iteration of those errors. Not something that a Masters degree should lead one
to do I think.
During the course of this module I will be involved
in setting up our new talent management approach - an assessment of sorts I
suppose but traditionally a very subjective and individual one. Everybody
within a company could be considered to be collaborating with each other to some
extent, and they need a worthwhile framework to operate within, receiving
meaningful feedback - and feed forward. This is one thing that the new approach
should exceed its predecessor on , but only if it is implemented correctly, and
I look forward to contributing effective online support to it!
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