Академический Документы
Профессиональный Документы
Культура Документы
TEMPUS/ESCalate Projects
Elena Luchinskaya
ABSTRACT
This paper assesses the usefulness of online reflective journals as a means of
enhancing our understanding of the learning process in an international context. This
research is based on the results of a three year EU TEMPUS project (2002-5)
coordinated by Manchester Metropolitan University and a follow-up ESCalate project
(2005). The aim of these projects was to establish a Centre for Social Policy at Udmurt
State University, Russia and thereby encourage international professional learning and
knowledge transfer among lecturers in higher education, social work practitioners and
policy makers in Russia. During the course of the project, participants from the Udmurt
republic took part in a series of mobilities to the UK during which they learned how
welfare systems operate in different countries. They identified potential and priority
areas for development of social work capacity at the regional level where the UK
experience gained might be put into practice. As part of the project, a group of ten
participants were asked to contribute to online reflective journal writing related to their
experience while working on the project.
This paper explores the difficulties of using such a technique in Russia where
academics and practitioners are unfamiliar with reflective practices and outlines the
benefits of using this approach. It demonstrates how Russian participants in the
Tempus/ESCalate projects were influenced by the socio-cultural context when
participating in online text based professional dialogue. It also suggests that the
qualitative analysis of the online discussion provides us with insights into issues and
problems related to the use of e-learning technologies and methodologies in
international professional education.
KEYWORDS
Collaborative learning, reflective journals, international professional learning
INTRODUCTION
The development of new computer technologies broadens opportunities for new ways of
teaching and learning. Computer-mediated communication encourages collaboration by
BAKHTIN’S IDEAS
The works of Bakhtin and the Bakhtin circle (Bakhtin, 1981, 1984, 1986; Volosinov,
1986) demonstrate the dialogic nature of all texts which extends to all uses of language.
What we say, write or think encapsulates the voices of others. For Bakhtin (1981, p. 13),
“the ideological becoming of a human being…is the process of selectively assimilating
the words of others”. The central issue is thus “who is doing the talking?” which has
been reframed by Holquist (1990) to centre upon, “who owns meaning?” Dialogue
involves a tension between centripetal forces which represent “authoritative” discourse
and centrifugal forces which represent “internally-persuasive” discourse. Authoritative
discourse aims to impose a particular meaning in specific socio-cultural settings.
According to Bakhtin “The authoritative word demands that we acknowledge it, that we
make it our own: it binds us, quite independent of any power it might have to persuade
us internally: we encounter it with its authority already fused to it - it demands our
unconditional allegiance” (1981, p. 343). Centrifugal forces, on the other hand,
represent the “internally- persuasive discourse” that is exploring, questioning and
reflecting on experience. These competing discourses are in constant dynamic conflict.
Bakhtin’s notion of dialogicality provides a new perspective on the learning process.
Learning is seen as the process when “two or more voices come into contact” (Wertsch
& Smolka, 1993) and social knowledge building takes place through the collaborative
exchange of utterances.
According to Stahl’s concept (2000), individual and social dialectically constitute the
learning process. It is evident that the cycle of personal understanding starts on the
basis of tacit pre-understanding. Our interpretations are shaped by our culture,
language, history, politics, social environment and social interactions. But at the same
time, our personal perspective or voice (Bakhtin, 1981, 1984, 1986) is multivocal,
populated by many perspectives or voices of others. To resolve the over-emphasis on
our personal understanding we may need to create new meanings collaboratively. We
will apply the model described above in the following case study to illustrate how
computer-mediated communications support the prominent stages of this process,
analyse issues arising during this process and explore the impact of the socio-cultural
diversity on the degree of international collaboration.
METHODOLOGY
The virtual learning environment that was used was Basic Support for Collaborative
Learning (BSCW) which is freely available on the web. BSCW provides a flexible and
user-friendly environment for building collaborative knowledge. Each participant has
his/her own workspace and at the same time, a group mediator creates a shared space
for collaborative activities. The mediator distributes documents and links to the web
resources and sets up and invites the participants to join in the discussion. In this way
participants can see the shared folders which contain shared resources or discussions
in each personal workspace. The participants used the BSCW tool to post their own
journal entries and reply to the entries of other peers, comment on documents and
provide their reaction to current events. Email was used to correspond directly with a
mediator. The mediator of this collaborative research activity was based in the UK and
entries were in both Russian and English languages. All entries were translated into
both languages. This helped the participants, especially from the Russian side, to
express themselves more freely and fully and at the same time to overcome language
barriers.
A group of ten participants took part in this research activity. Six contributors
represented academics from Udmurt State University who were involved in the EU
TEMPUS project. Their main contribution to the establishment of the Centre for Social
Policy was curriculum design and the development of programmes for practitioners and
policy makers in the area of social policy and welfare in Udmurtia. The other four
participants included three practitioners (two social workers and one psychiatrist) and a
Deputy Minister in the Federal Government. Such a diverse range of contributors
provided the author with an opportunity to gain insights into a cross-section of personal
reflections and a fairly complete picture of the learning process. The participants were
asked to keep a journal and exchange reflective writings with peers including the
mediators. As this technique was unfamiliar to Russian colleagues, they were given
some advice on how to approach this task e.g. to describe their experience and focus
upon significant issues in terms of decisions, successes, failures, challenges and to
explore means of repeating or resolving problems or mistakes.
One of the most interesting issues raised during the online discussion was the role of
local communities in the provision of social services. During their mobilities to the UK,
the project participants had the opportunity to visit local authorities in Manchester and to
familiarise themselves with their role in the delivery of social services in such areas as
fostering, care for people with disabilities, the elderly, etc. Russian colleagues were very
positive in reflecting on some working practice models of such a community based
social practice and at the same time were quite critical about the current situation in
Russia where such provision has not been developed yet, or where the local
communities are passive or are not part of the social services provision structure. Our
participants demonstrated an awareness of the constraints on local authorities in Russia
and the inability of agencies to deal with social problems. Many entries revealed a
strong scepticism about the possibilities of adapting the forms and structures
experienced in an Udmurtian context. Other issues highlighted included a shortage of
Russian and translated western literature on social policy, both in terms of text books
and research, a lack of theory underpinning traditional Russian approaches to social
work teaching and practice and the role of the embryonic voluntary sector in the delivery
of social services in Udmurtia.
The construction of such dialogue, the exchange of opinions and the development of
critical thought revealed that further progress in building collaborative knowledge
required mediation of the language of academic discourse. A good example was the
notion of “social policy” and how it is perceived in Russia and the UK. One Russian
participant noted that
Our online dialogue highlighted this issue of clarification of terminology as central to the
success of the whole process. It is the area where historical, political or cultural diversity
needs to be addressed because if we assume the same terms have the same meaning
in different contexts then this might lead to misunderstanding and confusion. It was also
pointed out that the lack of adequate terminology can influence outcomes when
participants where disseminating gained knowledge through workshops or talks. One of
our contributors wrote:
In the following section we will draw on examples from the journal entries to provide
evidence on the benefits and drawbacks of collaborative knowledge building.
From the above we can see that the evolving reflective writing has appropriated a
dialogic nature of discussion. The responses of the participants show a frustration with a
polyvocality of the western pluralism and democracy that is not present in contemporary
Russia.
From this analysis of the texts it is evident that the process of meaning construction still
bears the inherited feature of Soviet times in that it is more collectivist oriented and
authority approved than individually produced. This historical, cultural and institutional
context influences the way in which the discussion evolved. Russian participants were
cautious in expressing their individual opinion in the presence of the authority showing
their subordination to the authoritative voice. This is in turn raises the question “who
owns the meaning?” (Holquist, 1990).
This analysis of the journal entries shows that the use of the scientific language related
to the social sciences and the associated science speech genre by some of the
participants caused some problems amongst other colleagues. The practitioners, policy
makers and some academics were unable to participate in the discussion of theoretical
questions due to the lack of knowledge in this field. This explains the fact that some of
the proposed topics for discussion were not taken further. For instance:
“N,..it is of particular interest that you highlight the different conceptions of social
policy in Russia and Britain. This is a theme in which I have a personal interest. I
noticed…that the academic social policy work taking place in Russia tends to
have a strong historical tradition; it seems to develop from a tradition of
empiricism. Social Policy in the UK has developed from a more sociological
tradition and is founded on theoretical perspectives such as academic Marxism,
functionalism, post-modernism. Perhaps you could comment on this?” (R.)
Russian participants agreed that knowledge of theory would be of benefit to the all
parties participating in social welfare provision and training.
In this study we are looking at the knowledge building process which occurred through
the use of written language. The critical evaluation of experiences gained and the
resulting practices were an integral part of this process. In the process of constructing
their evaluation of the present, participants referred to the past and also evoked links to
the different social contexts. When analysing these references we can see how in
The first entry of the mediator specified the activity in a simple request for the
contributors to respond to the comment by introducing themselves and telling about
their involvement in the TEMPUS project. It took some time for the participants to
familiarise themselves with the VLE, on how to navigate a shared workplace, leave
comments or respond to someone’s writing. Although technical support was available,
the fact that mediator experienced the same problems and was determined to overcome
them, encouraged them to be more patient and positive about the activity.
The mediator also provided guidelines on how often the participants should make their
entries and emphasised that their participation was important:
I was in touch this week to ask you for two reflective journal entries. These are
the most important aspects of our journal keeping project!!
Please submit your entry over the next two weeks. If you are having problems
accessing the website, simply send your reflection as an email to me. (Mediator)
At the beginning of the project the mediator acknowledged the posted entries in order to
encourage further responses and at the same time to evaluate and delicately direct the
online dialogue. As the discussion unfolded and became more steady and independent,
the mediator focussed his/her attention on making interesting or controversial remarks
or readdressing questions to the different participants to stimulate the discussion.
Have you noticed any differences between British and Russian understanding of
social policy issues, including the way that issues are communicated? (Mediator)
When there were moments when the mediator felt the participants were inactive and did
not respond to each others’ comments, the mediator served as a model and left his/her
own entry to ensure that the discussion was kept going and interaction facilitated:
A critical moment for me on the project came in observing the manner in which
practitioners in the domain of social policy find responses to problems in areas
where the state has withdrawn completely, such as mental health, or drug abuse.
. . There is much to be learned here not only by academics such as myself, but
also by practitioners in these fields in the UK as the state continues to 'hollow out'
and welfare becomes privatised.
I would welcome your thoughts and those of our colleagues on this issue.
(Mediator)
If some of the participants could not respond to a comment, the mediator would try to
persuade them to contribute either through private email or by mentioning this in an
online discussion:
Dear I.,
If you are in touch with L., I would be very grateful if you could help her to
overcome some of the problems … and to encourage her to make her entry.
(Mediator)
If the question of the proposed discussion was unclear to the participants, the
mediator’s role was to clarify or modify the question, for example:
Although every effort was made to encourage the participants to contribute to the online
activity, some of them were more reluctant to participate. Even when the mediator sent
them private messages with suggestions on how the person could approach the task,
the response was limited. As pointed out in Hulme (2005), some of the colleagues who
did not actively participate in online journaling did not feel that the BSCW server
provided them with the sufficient level of security to express their views on the changing
practices in social policy in Udmurtia. At the same time some of the participants were
quite cautious in making open critical reflections using Internet access in Federal
ministries or other governmental organisations. Instead they preferred to send private
emails directly to the mediator from private addresses where they expressed their views
more openly. Nevertheless, the proposed online activity was a useful experience. It
shed light on the issues of international professional learning, allowed scholars to
acquire valuable qualitative data on the process of collaborative knowledge building and
enabled them to assess how socio-cultural contexts influence this process.
CONCLUSIONS
This study has demonstrated the potential of using online journaling as a tool in
collaborative knowledge building in an international professional learning context.
Although the author has focused on only one circle of knowledge building process as
proposed by Stahl (2000), the qualitative data used here provides scholars with
important information on how this process evolved. Using Bakhtin’s theory, this article
demonstrates how Russian participants in the Tempus/ESCalate project were
influenced by the socio-cultural context when participating in online text based
professional dialogue. In discussing the issues a conflict between centripetal and
centrifugal forces and between authoritative and internally-persuasive discourses was
evident. The participants sought an “authoritative voice” to use in writing their journal
entries. In their understanding critical reflection should bear this authoritative angle to it
and in this sense it was the required one. In their search for this authority they looked to
the mediator to provide them with the “right” perspective. Hulme (2005) attributes this to
the culture of Russian public sector organisations and the inherited need to adopt the
“given” authoritative voice in all “formal” forms of written communication. It is also
evident that computer mediated communication is a useful tool for studying reflective
writing. In this case study, participants of the online dialogue shared their views on how
they envisaged the role of the Centre for Social Policy operating as a professional
learning resource with the focus on the building of social work capacity. Our online
ACKNOWLEDGEMENTS
Thanks to Tony Sargeant (Manchester Metropolitan University, UK), Prof. Robert Hulme
(University of Chester, UK) and Prof. Christopher Williams (University of Central
Lancashire, UK), who worked with the author on this EU Tempus project and Prof. Rob
Hulme who was linked to the ESCalate project for their support and encouragement.
REFERENCES
BAKHTIN, M. M., 1981. The Dialogic Imagination: Four Essays by M. M. Bakhtin. In Holquist, M.
(Ed.) University of Texas Press, Austin.
BAKHTIN, M. M., 1986. Speech genres and other late essays. In Emerson, C. and Holquist, M.
(Eds.) University of Texas Press, Austin.
BOLTON, J., 2001. Reflective Practice. Writing and Professional Development. - London: Paul
Chapman.
HARASIM, L., HILTZ, S.R., TELES, L. and TUROFF, M., 1995. Learning Networks: A field
guide to teaching and learning online. The MIT Press, Cambridge, Mass.
HOLQUIST, M., 1990. Dialogism: Bakhtin and his world. Rutledge, London.
MOON, J., 1999. Learning Journals. A Handbook for Academics, Students and Professional
Development. - London: Kogan Page.
VOLOSINOV, V.N., 1986. Marxism and the Philosophy of Language. Harvard University Press,
WERTSCH, J. and SMOLKA, V.N., 1993. Continuing the dialogue: Vygotsky, Bakhtin, and
Lotman. In Daniels, H. (Ed.), Charting the agenda: Educational activity after Vygotsky. Rutledge,
London, 69-92.