EDAC 635 Assignment 4: Theory Review - Environment and Context in Learning

Keith Monfreda

EDAC 635 Assignment 4: Theory Review - Environment and Context in Learning.

Keith Monfreda	Comments on:
Roxanne Krepper	Hello Roxanne!  Thank you for this theory review on emotional intelligence. This is a topic that is very applicable to the professional development and engagement work I am currently doing. I appreciate the example you provided to illustrate each theory in practice (something I will borrow in the future!). One example of application resonated quite specifically:  “ Facilitator’s acknowledgment that feelings exist, labels or provides language for the feeling, and addresses various feelings to increase understanding of emotions in the learning and educational environment.”   This has been an important skill for me to learn as I have been  sharing new Diversity, Equity and Inclusion standards for afterschool and hosting implicit bias workshops for afterschool staff.
Gina Cosby	Hello Gina! Thank you for your post about Relationships and Learning. I appreciate your summary of the theories and applications for cooperative learning. One quote you provided stuck out to me “This has been proven to result in higher-level reasoning, higher ability to generate new ideas, apply knowledge to new experiences, and generate greater productivity”.  I wanted to ask if you feel this is still true in the virtual environment, especially when it comes to the use of breakout rooms.

The Temporal Environment in Adult Education

Introduction

In Making Sense of Adult Learning Dorothy Mackeracher reviews aspects of the learning environment and context including the physical environment, the cultural environment, the knowledge environment, the power environment, and the real-life environment (Mackeracher, D. 2004). 

Adult education research has recognized the important impact of biological and psychological rhythms on adult education. (Alhadeff-Jones, M., 2019). And in the technological saturated and time compressed 21st Century it is also important for adult educators and adult learners to question assumptions about time and the construction of educational practices (Alhadeff-Jones, M., 2010)

This theory review paper seeks to provide support for the addition of the Temporal Environment as an important consideration for the learning environment in adult education. In adult education the Temporal Environment can be defined as the timing, sequence, and rhythm of learning activities. (IRIS Center, 2021). I will review three temporal concepts that have implications for adult education: Chronobiology, Temporality and Rhythmanalysis.  

THEORY

Chronobiology

Chronobiology is defined as “a subdiscipline of biology concerned with the timing of biological events, especially repetitive or cyclical phenomena, in individual organisms” (Vitaterna, M. H. et al, 2001, p. 92). The homeostatic process which regulates sleep timing and circadian rhythms which regulates 24 hour biological cycles are two interacting chronobiological processes that affect attention, memory and executive function. Chronotype is defined as the relationship between these two processes (Schmidt, C. et al, 2007). This is expressed individually as a diurnal preference for morningness or “Larks” and eveningness or “Owls”. Diurnal preferences also influence the intake and processing of information. Morningness is correlated with left-brain cognition such as verbal, logical, analytical and Eveningness is correlated with right brain cognition such as non-linear, spatial emotional (Davidson, A., & Ritchie, K. L., 2016).

Temporality

Temporality can be defined as how individuals experience events though the passage of time (Oxford Reference, 2021). Duration, Sequence, Pace are important considerations in the construction of learning experiences. In adult education Duration is the length of an event or time-interval between events; sequence is the ordering of related events, and pace is the rate at which events occur over time (Wise, A. F.. et. al, 2014). Another important consideration is the synchrony of the events constructed, whether asynchronous which allow on-demand access according to student needs, or synchronous which allows for real-time interaction among learners (Brierton, S., et. al, 2016).  

Rhythmanalysis

Rhythmanalysis is a method for analyzing the synchronization of rhythms and the effects of those rhythms on individuals. Arrhythmia, Polyrhythmia and Eurhythmia express how the experience of rhythms interact with educational processes. Arrhythmia occurs with the permanent lack of rhythmic synchronization; Polyrhythmia occurs when heterogeneous rhythms coordinate simultaneously without communication; Eurhythmia occurs when simultaneous rhythms resonate and reinforce each other (Alhadeff-Jones, M., 2019). The effect of utilizing rhythmanalysis in adult education is to “open up a new space and time for learners, practitioners and scholars to develop the perceptive skills, meanings, knowledge and know-how required to better understand and influence the relations between space, time, educational processes”  (Alhadeff-Jones, M., 2019 p. 179)

APPLICATION 

Chronobiology and Flow

The implication of chronobiology is that the cognitive abilities of larks and owls will vary with time of day as well as mood, functioning, and attentiveness (Zerbini, G., & Merrow, M., 2017). Chronobiology can be applied to the practice of adult education through the concept of flow. Flow can be thought of in two ways - The movement of information between people and systems (Spacey, J. 2019) and an optimal state of attention (Schmidt, J. A., 2010). 

To apply Flow in adult education both facilitators and students can use the Munich Chronotype Questionnaire or the Morningness-Eveningness Questionnaire to determine diurnal preferences (Zerbini, G., & Merrow, M., 2017). The results can be discussed as a group to seek an equitable balance of timing for larks and owls. It is also necessary to consider flow when planning the presentation of information and the attendant cognitive requirements in order to manage appropriate levels of stimulus and information processing (Sharma, K., et. al, 2021). Facilitators can then construct a learning presentation or experience that will have a higher probability of inducing flow for students.

Temporality and Cadence

The implication of temporality is related to the salience of time in the construction and implementation of learning experiences, especially in virtual environments (Wise, A. F.. et. al, 2014). Temporality can be applied to the practice of adult education through the concept of cadence. Cadence is commonly thought of as a musical term denoting rhythm and pattern but it has also been applied to the business world to describe when, where and how organizational meetings occur (Hydra Management 2021).     

In adult education Cadence is applicable to the construction and synchrony of virtual learning. In the construction of learning experiences, facilitators critically consider the length of time for each event, how the events are ordered and the density or dispersion of events over time (Wise, A. F.. et. al, 2014). As learning activities are constructed, facilitators should then consider whether to provide learners the opportunity to interact with the activities synchronously and/or asynchronously (Nieuwoudt, J. E., 2020). Facilitators can use a simple decision tree to determine the appropriate synchrony based on the learning event or expected outcome (Commonwealth of Pennsylvania, 2021)

Rhythmanalysis and Harmonics 

Rhythmanalysis can be applied to the practice of adult education through the concept of Harmonics which is the relation of musical notes as they are played together (Cici, 2012). Although it is also a musical term, harmonics provides a frame within which to understand daily rhythms and determine a resonate “educational third-time - the whole of educational actions that happen during the time available for children between school, family and personal time, when all the other functions are fulfilled” (Alhadeff-Jones, M., 2016. P. 132)

The application of Harmonics in adult education is similar to the process described in Flow - both facilitators and students can reflect on the rhythms generated personally and the rhythms in which they find themselve living and learning. Important questions to consider are: who has the temporal privileges; which rhythms are resonant, discordant, or is so incompatible as to be alienating (Alhadeff-Jones, M., 2010). With this awareness facilitators can assist adult learners with time management skills and the ability to use social networks to support the development and sustainability of rhythmic harmony (Drevon, G., 2020).

REFLECTION

Highlights 

I was very excited and intellectually engaged to investigate what i found to be a relatively obscure theory and practice for adult education. Reading Alhadeff-Jones research on rhythmanalysis caused deep reflection. I have often felt out of sync with contemporary life and lacked a conceptual framework to understand why. It was therefore profound for me to learn that “The critical aim of rhythmanalysis came therefore from the possibility to unveil how social practices (e.g. work, education, consumption, art) may be experienced as alienating or liberating, depending on their rhythmic qualities and the way they are shaped by social spaces and times” (Alhadeff-Jones, M., 2019, p. 170)

Research by Wise et. al into the temporal considerations in online education provided validation of the difficulties I have had in online experiences with higher education. Specific examples include “waiting unknown and variable amounts of time for responses to their comments” and “a proliferation of posts can quickly become overwhelming” (Wise, A. F.. et. al, 2014 p. 202). Further investigation into theories related to the temporal environment will provide many more interesting avenues and obscure yet profound personal revelations 

Process

To begin the process of exploring research and theories related to the temporal environment I reflected upon my own experiences as both a facilitator and learner to generate possible avenues of inquiry. In April of 2021 I was preparing a session for conference presenters on creating engaging evergreen presentations for our virtual summit. With the increased use of virtual platforms for professional development I was interested in understanding the cognitive psychology related to attention spans. I also reflected on which part of the day that I felt more engaged with academics and which part I felt more engaged with visual arts and I became interested in learning about chronotypes and diurnal preferences. Both of these ideas provided search phrases and parameters to begin exploring the impact of the temporal environment on adult education.  

Some of the specific steps that are were part of my process for developing this theory review include:

• Determine specific keywords and phrases to search on Google scholar and BSU library.

• Create a reference list of all sources both academic and quotidian.  

• Download academic articles as a PDF to read and makes annotation for important ideas.

• For efficiency i mayI also use the text to speech function on my smartphone (and listen to articles spoken in a British voice).

• An essential step in the process is to walk, process information gleaned, and begin organizing thoughts in my head. 

• Use Google Docs to organize thoughts and themes. And using the smartphone app allows me to continue working on the draft from any location. 

A crucial skill I have used to develop this theory review as well as approach all coursework in graduate school is the management of two common distractions. One of these distractions was intentionally eliminated many years ago and that is television. Another common distraction I have personally chosen to not engage with is social media in any form. While the elimination of these may seem Draconian and Spartan their absence creates the intellectual and emotional space needed to engage in the reflective observation and abstract conceptualization components of Kolb’s experiential learning cycle.  

	Summary of theoretical ideas		Summary of theory in practice
Idea 1	Chronobiology Chronobiology is defined as “a subdiscipline of biology concerned with the timing of biological events, especially repetitive or cyclical phenomena, in individual organisms” (Vitaterna, M. H. et al, 2001, p. 92). The homeostatic process which regulates sleep timing and circadian rhythms which regulates 24 hour biological cycles are two interacting chronobiological processes that affect attention, memory and executive function. Chronotype is defined as the relationship between these two processes (Schmidt, C. et al, 2007). This is expressed individually as a diurnal preference for morningness or “Larks” and eveningness or “Owls”. Diurnal preferences also influence the intake and processing of information. Morningness is correlated with left-brain cognition such as verbal, logical, analytical and Eveningness is correlated with right brain cognition such as non-linear, spatial emotional (Davidson, A., & Ritchie, K. L., 2016).	Chronobiology and Flow The implication of chronobiology is that the cognitive abilities of larks and owls will vary with time of day as well as mood, functioning, and attentiveness (Zerbini, G., & Merrow, M., 2017). Chronobiology can be applied to the practice of adult education through the concept of flow. Flow can be thought of in two ways - The movement of information between people and systems (Spacey, J. 2019) and an optimal state of attention (Schmidt, J. A., 2010).  To apply Flow in adult education both facilitators and students can use the Munich Chronotype Questionnaire or the Morningness-Eveningness Questionnaire to determine diurnal preferences (Zerbini, G., & Merrow, M., 2017). The results can be discussed as a group to seek an equitable balance of timing for larks and owls. It is also necessary to consider flow when planning the presentation of information and the attendant cognitive requirements in order to manage appropriate levels of stimulus and information processing (Sharma, K., et. al, 2021). Facilitators can then construct a learning presentation or experience that will have a higher probability of inducing flow for students.
Idea 2	Temporality Temporality can be defined as how individuals experience events though the passage of time (Oxford Reference, 2021). Duration, Sequence, Pace are important considerations in the construction of learning experiences. In adult education Duration is the length of an event or time-interval between events; sequence is the ordering of related events, and pace is the rate at which events occur over time (Wise, A. F.. et. al, 2014). Another important consideration is the synchrony of the events constructed, whether asynchronousmwhich allow on-demand access according to student needs, or synchronous which allows for real-time interaction among learners (Brierton, S., et. al, 2016).	Temporality and Cadence The implication of temporality is related to the salience of time in the construction and implementation of learning experiences, especially in virtual environments (Wise, A. F.. et. al, 2014). Temporality can be applied to the practice of adult education through the concept of cadence. Cadence is commonly thought of as a musical term denoting rhythm and pattern but it has also been applied to the business world to describe when, where and how organizational meetings occur (Hydra Management 2021).
Idea 3	Rhythmanalysis Rhythmanalysis is a method for analyzing the synchronization of rhythms and the effects of those rhythms on individuals. Arrhythmia, Polyrhythmia and Eurhythmia express how the experience of rhythms interact with educational processes. Arrhythmia occurs with the permanent lack of rhythmic synchronization; Polyrhythmia occurs when heterogeneous rhythms coordinate simultaneously without communication; Eurhythmia occurs when simultaneous rhythms resonate and reinforce each other (Alhadeff-Jones, M., 2019). The effect of utilizing rhythmanalysis in adult education is to “open up a new space and time for learners, practitioners and scholars to develop the perceptive skills, meanings, knowledge and know-how required to better understand and influence the relations between space, time, educational processes”  (Alhadeff-Jones, M., 2019 p. 179)	Rhythmanalysis can be applied to the practice of adult education through the concept of Harmonics which is the relation of musical notes as they are played together (Cici, 2012). Although it is also a musical term, harmonics provides a frame within which to understand daily rhythms and determine a resonate “educational third-time - the whole of educational actions that happen during the time available for children between school, family and personal time, when all the other functions are fulfilled” (Alhadeff-Jones, M., 2016. P. 132) The application of Harmonics in adult education is similar to the process described in Flow - both facilitators and students can reflect on the rhythms generated personally and the rhythms in which they find themselve living and learning. Important questions to consider are: who has the temporal privileges; which rhythms are resonant, discordant, or is so incompatible as to be alienating (Alhadeff-Jones, M., 2010). With this awareness facilitators can assist adult learners with time management skills and the ability to use social networks to support the development and sustainability of rhythmic harmony (Drevon, G., 2020).

References
Alhadeff-Jones, M. (2010, July). Learning to challenge time in adult education: A critical and complex perspective. In Paper presented at the 40th Annual SCUTREA Conference (Vol. 6, p. 8).

Alhadeff-Jones, M. (2016). The rhythms of lifelong learning, between continuity and discontinuity. In Time and the Rhythms of Emancipatory Education (pp. 133-150). Routledge.

Alhadeff-Jones, M. (2019). Beyond space and time—Conceiving the rhythmic configurations of adult education through Lefebvre’s rhythmanalysis. Zeitschrift für Weiterbildungsforschung, 42(2), 165-181.

Brierton, S., Wilson, E., Kistler, M., Flowers, J., & Jones, D. (2016). A comparison of higher order thinking skills demonstrated in synchronous and asynchronous online college discussion posts. Nacta Journal, 60(1), 14-21.

Cici. (2012) The Four Elements Of Music – Melody, Harmony, Rhythm, And Dynamics.

https://pianonotes.piano4u.com/index.php/2012/07/the-four-elements-of-music-melody-harmony-rhythm-and-dynamics/ 

Commonwealth of Pennsylvania. (2021). Determining what to offer synchronously v. asynchronously for remote adult learning. 

https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID-19/SchoolReopeningGuidance/ReopeningPreKto12/CreatingEquitableSchoolSystems/Pages/PLAppendix1.aspx 

Davidson, A., & Ritchie, K. L. (2016). The early bird catches the worm! The impact of chronotype and learning style on academic success in university students. Teaching and Learning Innovations, 18.

Drevon, G., Gerber, P., & Kaufmann, V. (2020). Dealing with daily rhythms: Families’ strategies to tackle chronic time pressure. Sustainability, 12(17), 7193.

Hydra Management. (2021). How to use a Business Cadence to promote collaboration.

https://www.hydra.cloud/en/resources/blog/how-to-use-a-business-cadence-to-promote-collaboration?hs_amp=true) 

IRIS Center. 2021). Temporal Environment. 

https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p04/. 

MacKeracher, D. (2004). Making sense of adult learning. University of Toronto Press.

Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 36(3), 15-25.

Oxford Reference. (2021). Temporality. https://www.oxfordreference.com/view/10.1093/oi/authority.20110803103027785

Schmidt, C., Collette, F., Cajochen, C., & Peigneux, P. (2007). A time to think: circadian rhythms in human cognition. Cognitive neuropsychology, 24(7), 755-789.

Schmidt, J. A. (2010). Flow in Education.(p. 605-611) in: E. Baker, PP Peterson, & B. McGaw (Eds.) International Encyclopedia of Education, Northern Illinois University, DeKalb, IL.

Sharma, K., Mangaroska, K., van Berkel, N., Giannakos, M., & Kostakos, V. (2021). Information flow and cognition affect each other: Evidence from digital learning. International Journal of Human-Computer Studies, 146, 102549.

Spacey, J. (2019, October 5). 8 Types of Information Flow. Simplicable. https://simplicable.com/new/information-flow 

Vitaterna, M. H., Takahashi, J. S., & Turek, F. W. (2001). Overview of circadian rhythms. Alcohol Research & Health, 25(2), 85.

Wise, A. F., Zhao, Y., Hausknecht, S., & Chiu, M. M. (2014). Temporal considerations in analyzing and designing online discussions in education: Examining duration, sequence, pace, and salience. In Assessment and evaluation of time factors in online teaching and learning (pp. 198-231). IGI Global.

Zerbini, G., & Merrow, M. (2017). Time to learn: How chronotype impacts education. PsyCh journal, 6(4), 263-276.