CCK09 Emotional Intelligence in online and community learning

Interesting to read Nicola’s post on absence of conflicts, non-participation and mirror neurons Would emotions be the artistic side of connectivism?

I have followed the trend in emotional intelligence for a decade, see this personal resources .

There are lots of implications in EQ training and “implementation”, as a lot have been discussed in its use in mentoring, and e-mentoring through various Coaching Clinic, Mentoring workshops etc.

My view on EQ is: it depends on what we mean by success when relating EQ to success.  In a capitalist society where success may be equated to the achievement of status (one’s position in an organisation or network) – a famous entrepreneur – Bill Gates, fame (Hollywood movie star or a Pop/Rock star singer like Michael Jackson), Power (positional power, expert power, influence power), a leader (religious leader, education leader, political leader), wealth, “wisdom”, etc. then EQ would be relatively more important to IQ.  How many billionaires have top IQ’s AND EQs?  How many Nobel award winners have top EQs?

For individual success, EQ may be more important in the business world and personal life, but again, it depends on how you define it and what your success criteria are.

So would the power law still apply? – only small number of people with high EQ and IQ in such a society would have GREAT SUCCESS (IN BUSINESS, IN WEALTH, IN RELATIONSHIP)?

How about EQ and learning?

I didn’t raise these in CCK08 connectivism course as it didn’t seem to resonate much there with other instructors, educators and participants.

As this is the second round of Connectivism CCK09, I am more interested in how “EQ” and emotions propagate through the network, or at least how people would perceive their learning being influenced by the emotions of those nodes, connectors, instructors, co-learners, bloggers and others in the communities.

At the end, we might all be the meme “interactors” or connectors, spreading our emotions throughout the net without even our awareness.  The first instinct usually provides that stimulus, and the responses could be spreading like wild forest fire.

bush fire australia 12454324_7a9212a389_m

Part I: Here is Emotional Intelligence by David Rakel

Interesting meandering:

Higher Education Metamorphosis-

He listened to the sound of music, and cried.

He mentioned about his experience whilst studying in medical school – trying to cram information into the mind.

Poets, songs and how all these related to love.

How we are connected to emotions – that AHA moment.

The attachment of technologies – that magical pill – which solves the “problem”…

Kids – who are the natural emoters…, what you see, what they feel, and express, so naturally.

Why we grow up and become increasingly analytical, judgmental

The second killer of all – emotions.  But we have choice…

A picture in motion as perceived when we are immersed in – multi-tasking, but when we focus on one point, it becomes stationary:

rollers

Love what you Teach, Connect to Meaning and Purpose.

Part II. How about this Emotional Intelligence Training? Let’s have a contrast.

I have been to too many of these training, that I started to ask: Is it for me AGAIN?  What is novel here?  What is the emergent learning here? What could I learn? Why I have/haven’t learnt?

My conclusion is: too many training starts and ends in the same way, with too many experts telling us this and that way of practising EQ – just confusing for me.  Also, it is too much about experience, and not much about emergence…IMHO

There is no silver bullet to EQ… just like CONNECTIVISM.  Would you like to perceive and interpret the deeper meaning behind EQ?

That means I need more in-depth reflection AND interaction with others, rather than pat on the back, games, superficial training…..in groups, or even teams….

Would EQ be more than training, more than group games or activities, more than any talks or presentation?  Would it be about ACTION, about INTERACTION, about authentic sharing of experience both publicly and privately, in different learning landscapes, spaces, media?

Part III: My summary of EQ includes this ARMIES approach to learning and connections:

A- self AWARENESS

R – self REGULATION

M – self MOTIVATION

I – INTERACTION

E- EMPATHY

S – SOCIAL SKILLS

Hope my musing haven’t made you sleep..It has taken me more than 3 hours to do this!

girl in meditation

What sort of EQ learning suits you best? How? Why?

Postscript: Emotional Intelligence

This video on Emotional Intelligence provides some metrics

20 thoughts on “CCK09 Emotional Intelligence in online and community learning

  1. Hi, I think this is great. I followed Tom Haskins series on emotional baggage earlier this year
    http://growchangelearn.blogspot.com/search/label/emotional%20baggage

    I completely agree re superficial training, longer consideration of emotions with mindfulness, meditation, martial arts – I have found the last one particularly helpful. I do think there is a whole area of how we connect which could have the potential to inform a network and especially a learning network.

    I’m sure we are creative enough to design or redesign current technologies to explore these areas further – I don’t know if its possible to analyse what has happened so far on cck09 because I have no idea who is actually doing research on it? Social network analysis is very clever but I don’t think it can provide significant information as per your ‘memes’ point above. Also regarding visualization – lines are limiting in terms of relationship visualization, it doesn’t really give any sense of confusion, anger, fear (I’m not saying these are present in cck09 just generally), there is no voice and no mess in visualization – it is very ordered ?
    I hope to connect with your network soon once I have sorted out problems, warm wishes
    Nicola

  2. This is my response to Jenny’s interesting post on http://jennymackness.wordpress.com/2009/10/14/group-think/#comment-690

    Hi Jenny and Carmen,
    I love to join your conversation.
    @Jenny, as posted here https://suifaijohnmak.wordpress.com/2009/10/06/cck09-emotional-intelligence-in-online-and-community-learning/
    I have been studying, researching EQ for more than a decade and am still intrigued by its application and implication.
    I always referred back to Gardner’s multiple intelligence to start with, followed by Daniel Goleman when thinking and applying EQ in education.
    What I found was that many educational leaders have deep interests in this “niche” area and thus got training in it. However, the implications are: They are going back to their workplace and “mentor” their “subordinate” or peer educators. The educators have since been so accustomed to the “closed door” policy and “autonomy” regime in teaching. Since a coaching or mentoring approach starts from the coachee or mentee’s needs and wants to improve and develop, if the educator doesn’t see the need to be involved in the “team improvement process or COPs” or “mentoring process either individually or in a group”, what happens? Nothing? So, the result is: “Silence” is golden on both ends”. Training and development completed on a “one stop” workshop with theory only will be hung on the wall as certificates of competency, or even hall of the fame, but not much might have happened in the workplace. What happened next?
    Community of Practice approach (Ning, SL, wikis, twitters, face-to-face COPs across schools or universities, on the other hand, have appealed to a lot of educators, as there would be less conflicts, when working with educators in other schools, other sides of the communities. The issues are the security, trust, autonomy, and “intrusion” of privacy as perceived by educators when surfing on net. Besides, the self awareness, self control aspects of EQ are really personal, and not too many educators/learners would like to share their results online. Also, empathy is far from easy to fully understand, especially when people are “packed” with emotions or overly critical in heated debates, conversations or interactions online.
    So EQ is still a ‘myth” to many educators, and cannot be “easily introduced” IMHO. More research is needed to unfold the realities.
    I have once suggested Assumption Theory (see my post on this in https://suifaijohnmak.wordpress.com ) as we have often made lots of assumptions in social networking and online learning, which would later found to be doubtful or false. I couldn’t find any significant research on this “Theory” except the one by Stephen Brookfield: The Getting of Wisdom: What Critically Reflective Teaching is and Why It’s Important
    I would surely look into Carmen’s reference.

    @Carmen: I agree with your conclusions. It is too easy to assume in an education/teaching/learning situation.
    I would like to explore with you two about the implications of EQ in online learning.

    I would compose some more posts that relate to my experience about team working, individuals, EQ and learning.

    My previous experience with EQ, team working revealed that EQ could have a great impact on learning. However, it seems that the more EQ one has, the more “power” and “control” it could exercise on others – “silence” is the most powerful influence on others….

    There has been a few researches done that correlate EQ with online learning. The findings were that those with high EQ would be more successful in online learning. This sounds like common sense, but is interesting.

    Is high EQ required in MOOC or MOON? How could we evaluate it? What are the measures of EQ in MOOC or MOON?

    Thanks Jenny for your insights. And Carmen for your interesting comments.
    John

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