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The Generative Dialogue in the Distance Education Programmes of University of Mumbai, India: Use of

ICT and Digital Technologies

By: Deshmukh Ashima, Associate Professor, Smt. Kapila Khandvala College of Education,

affiliated to University of Mumbai.

Dr Chari Hemlata , Dy Director Academic , Institute of Distance and Open Learning

(IDOL), University of Mumbai, .

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Scharmer’s model on generative dialogue for distance education

programme

The generative dialogue approach (based on Scharmer’s model) emerged for distance education programme to the MA ( Education ) part 2 of IDOL, University of Mumbai in the year 2011-12 for the ICT paper( an optional paper) using ICT , digital technologies.

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Observations of the enrolled students

Nature of different language groups, diverse groups - seeking clarification

It was observed that throughout the learning sessions– there was dialogue for clarification at every stage

The students were in conversation either with peers, support staff, co-ordinators , peer tutors and Facilitators

All types of communication- face to face, emails, writing on blog, sms, email too.

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Locii of dialogue

Faciltators

Students

Peers tutors

Peers

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Listening, Respecting, Suspending, Voicing

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Concept of generative dialogue

Generative dialogue is a dialogue where something new emerges.Its intentions are to bring out something new and bring out the best in the conversations due to the dialogue.

http://www.possibil.com/generative-dialogue/

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“Dialogue….is a conversation with a centre, not sides. It is a way of taking the energy of our differences and channelling it toward something that has never been created before. “

William Isaacs

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Concept of Generative dialogue applied to distance education

It was observed that the conversation was the most powerful tool for generative and deep dialogue

In distance education, the dialogue that encourages others without coercing to learn is more process oriented than product oriented outcomes.

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DIALOGUE

The dialogue between members of the group showed that It required committed

listening, or attending which involved a set of interrelated skills:

open-ended questioning,

paraphrasing,

acknowledging feelings,

non-verbal encouragers and

summarizing.

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MOVEMENT OF THE DIALOGUE

Generative Dialogue when used in distance education there occurs movement of learning into a possible outcome than a predictable future.

The participants of the dialogue experiences a movement from sensing to presensing and finally transforming to transferring their learning to their other course. This movement of learning of the participant dialogue is unforced and meaningful.

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Design facilitated learning in the distance education programme

The emerged generative dialogue in distance education, helped to target the diverse students to learn ICT online.

Hence the ODL teacher has to design for students learning and transformation at every stage.

( Chari H. & Deshmukh A. 2014)

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Otto Scharmer's model of theory U

(Image taken from http://beatricebenne.com/2013/01/28/generative-strategies-for-increased-value-creation/ )

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CHARI H. & DESHMUKH A. Suggest

SR(GC)OC

Initiation to the course

Understand the process

Seeks Clarification

Learning while you Observe others

Preparedness for learning, Readiness with the group

Initiate / willingness working in groups/ Operate

Right steps- creationConstant motivation

CHARI H. & DESHMUKH A.

SUSPENDING

REDIRECT

Lettin Go & Letting Come

OPERATE

CREATE

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CHARI H. DESHMUKH A. ( 2014) Suggest

SR(GC)OC

Suspending – refers to initiation , understanding the process - with still in refrence to old “Me”

Redirecting – change the “Me” stand, efforts to learn along with the group – open heart

Letting Go – refers to shift from “Me” to “Us”- for the learner,

- it is also sharing generously for the peer tutor –open heart

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CHARI H. & DESHMUKH A. (2014) Suggest

SR(GC)OC

Letting Come – opening mind and heart, accepting , involving self in dailogue with others- for the learners

Letting Come – for the peer tutor is also sense of gratification, maybe altruism

Operate – getting ready to create , visualising the outcome form one's needs

Create – creating the product / prototype for the learner / sense of transformation/ self esteem

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IReadiness for the courseTalking niceNot to say what you thinkListening to othersTrying to understand

IIReadiness for the courseListening to others in group Talking not really niceReady to say what you thinkListening to self / some sort of cynicism

IIIReadiness, motivated , working in groupsListening to others as wellTalking group mind, nice Say what you think together, observe & aligning with others

IV Generative DialogueResourcefulness, creating for the course Bringing reality See what you do, do what you say , say what you thinkSeamless, non-coercive , dynamic

CO- PRESENCING

Co-CreatingTransforming

CO-SENSING

Three spaces

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Seven stages in the Generative dialogue

1. Being with the Self

2. Listening with & through groups

3. Choosing the right learning path according to learner

4. Excitement, motivated and creating/ innovation- active stage

5. Implement the learnings and share

6.Get feedback and operate

7. Get satisfied , the creation( transformed)

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Generative Dialogue In ODL- BENEFITS

1. Design to create and plan activities for generative dialogue

2. Present study only for ICT course

3. Can be transferred to other subjects for deep dialogue

4. Learning is non-coercive

5. Caters to diverse learners, engages in constant dialogue

6. Multiple perspectives due to group participation

7. Knowledge generated is from future and not past

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Benefits of generative dialogue in ODL

8. Generative dialogue assures student development, by tracking individual development.

9. Caters to diversity in all sense

10. Makes meaningful assessment

11. Encourages catchment of distance learners

12. Engages local , shows universal too

13. Helpful in Development Education

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References

William Issacs, book Dialogue and the Art of Thinking Together, Copyright: ©1999, Publishers: Doubleday, New York, N.Y.

Figure 1, Image from http://beatricebenne.com/2013/01/28/generative-strategies-for-increased-value-creation/

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Web References

1. www.spoken-tutorial.org

2.http://www.youtube.com/user/idolmumbaiuniversity/videos

3. eclipse.mu.ac.in

4. Dr Chari H & Deshmukh A, 2014, “ Peer learning for ICT in open and distance learning” , paper presented in July 2014 at WOU , Penang http://weko.wou.edu.my/?action=repository_uri&

item_id=383

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Web References

5. Claus Otto Scharmer (2000), Self-transcending knowledge:Sensing and Organizing Around Emerging Opportunities , from ( http://ottoscharmer.com/docs/articles/2000_STK.pdf)

6. http://www.possibil.com/generative-dialogue/

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• THANKYOU