Emotional Intelligence Part 2

Have just re-visited some videos on emotional intelligence:

The Art of Managing Emotions

You would find some of my previous posts on Emotional Intelligence: here and here.

Whilst emotional intelligence is critical to success in managing emotions in personal life, managing customer service and organisation leadership, I think we need more empirical evidence and researches to support those claims relating to Emotional Intelligence and its impact on individuals and organisation.

Refer to this presentation by Peter Salovey on Emotional Intelligence.

Some papers on Emotional Intelligence (EI): here on EI and here on the measurement of EI.

Cultural Awareness and Differences in MOOCs

This may be of interest for reference to the discourse on cultural awareness and differences in MOOCs
1. Cooperman said the latest round of MOOC enthusiasm has prompted concern because of the top-down nature of the material being offered on MOOCs by professors from elite Western universities.

2. But, in China, Gunawardena found students don’t necessarily openly argue with each other based on points of view. They build knowledge based on collaboration. What effect will this have on the uptake of Western-made courseware?

There are political and cultural reasons behind the use or non-use of MOOCs in developing countries – such as those in China and Africa. Students coming from another cultural background such as China would have different needs, and there could be significant language barriers since their mother tongue is Chinese (Mandarin). Besides, the pedagogy adopted in mainstream China tends to follow the Confucius system – with a strong didactic teaching approach.

Here is a video that shows some differences in views between American and Chinese students (reflective of the western and eastern cultures to some extent).

Relating to cultural awareness, there has been some research studies done, and even a cultural intelligence has been identified. I have attended a cultural awareness training course but found that most of the researches done might have been over-generalized and “stereo-typed”. As Debbie said the learning outcome may be about cultural awareness rather than learning of the subject matter, and some people coming from another culture may easily be misunderstood, misinterpreted or incorrectly judged due to the differences in their gestures, way of connection and communication, and their customs or cultures. Similarly, MOOCs coming from a western culture may have a strong “flavor” of western style of living and cultural values, especially in areas like literature, politics, arts and dancing, and this could be significantly different from those of the eastern cultures. Conflicts in values or cultures may not be obvious, but could hinder the education and learning process. The shadows of neo-liberalism, imposed or biased values of certain beliefs, imperialism and the associated dominance with powers and authority, might be perceived by participants coming from a different culture to the west.
Here is a paper on cultural intelligence (CI).
Some more research papers herehere and here.

It may be interesting for us to have a Multicultural Awareness and Intelligence MOOCs.

How about the design and development of a MOOC on Multicultural Awareness and Intelligence?  Who are the experts in this area?

Who would be interested in such a MOOC?

Thanks for visit too.


Emotional Intelligence and Innovating Learning

How important is emotional intelligence (EI) in teaching and learning?  Emotional Intelligence will be introduced into trainee teacher education, and that teachers would be tested on their EI in their course of study.  Do we need emotional intelligence tests for teachers?

I think emotional intelligence is important to our daily life.  Not only educators would require certain forms of “training” and development in EI, it seems that learners would need them too.  How and what sort of “training” and development programs on Emotional Intelligence would be helpful and supportive for educators and professors?

Our society seems to focus a lot on the training and education of new teachers.  How would teachers learn best in Emotional Intelligence.  Here are my posts: (1)(2)(3) on emotional intelligence.

How to foster Emotional Intelligence? (Innovating Learning – Creative Classroom CCR P17)

Emotional intelligence should be valued in CCR as it is a key factor for creative learning. It can be fostered through a variety of activities that aim to help learners recognise and manage emotions, form positive relationships, and successfully handle the demands of growing up in a complex and constantly changing world.

There are now courses offered on Emotional Intelligence including this one on Coursera.

I think the best way to learn about Emotional Intelligence would be action learning, where EI is used for personal reflection, together with research and practice at work (in creative classroom), where educators (professors, leaders etc.) and learners could learn from each others.  Have we forgotten that every one of us is a learner, including the directors, CEO, managers, professors, teachers and learners within institutions, and in social and learning networks?

Training the new teachers on EI alone would not improve the overall “QUALITY” of education and learning, just like quality cannot be designed by the Quality Manager only.  I think EI needs to be more thoroughly researched, theorized, practiced, and reflected, before it is “forced” through human’s minds.  EI itself is not a panacea to all problems of education.  Educators and learners should realize that EI could help them in overcoming obstacles and building resilience in their learning journey.  However, we shouldn’t be “testing” EI in order to ensure compliance with regulations, in order to screen the “good” teacher from “unsuitable” teacher.  Rather, we should think of encouraging teachers to develop their creative thinking and learning capacity, critical thinking capability, and problem solving ability, with their EI so as to support and improve the education system – by leading, coaching and mentoring their leaders, supporters, peers and learners.

In summary, we could develop EI in our course of learning. EI should be viewed as a strategic affordance that would help leaders, educators and learners in recognising and managing emotions, forming positive relationships, overcoming obstacles and building resilience in their learning journey, resulting in their abilities in solving problems and making decisions.  We should be encouraging all educators (professors, teachers, administrators) and learners to co-develop and co-learn with their colleagues and learners, in order to improve overall QUALITY of education and learning.

#Change11 #CCK12 Emotional Intelligence and Leadership

What is emotional intelligence? How does emotional intelligence influence our relationship with others?

In this post on emotional intelligence:

“The report’s findings seem to confirm some commonly held presumptions. While there is no significant difference between men and women in overall scores, men have a more critical mindset with higher self-regard and lower regard for others.

In contrast, women tend to have a more submissive mindset with lower self-regard and with higher regard for others. Emotional intelligence improves with age, as we develop a more balanced outlook and become less dependent on, but more trusting of, others.”

Picture source: Google image

I have reflected on emotional intelligence here, here and here.

That also explains why some people lead, while others follow, and why it matters – based on Evolutionary Leadership Theory.

Leadership in modern organizations differs in critical respects from the leadership in the EEA. Examples include:

  • Physical and biological factors such as sex and stature still play an important role in the selection of leaders (managers are usually male and taller, on average, than subordinates) which may not be functional in modern organizations.

Why are physical and biological factors playing such an important role?  Would it be related to the security and power normally associated with people? Most tribes and kingdoms were headed by males as figureheads, and were appointed based on their abilities to bond the tribal members together, especially when at war with other tribes, or in crisis situation.

  • Leaders no longer emerge from the group bottom up but they are usually assigned top down.

This is typical in a modernized capitalist system, where the authority and power are vested from a top-down hierarchy.  Has there been much changes to such assignments throughout the centuries?  

  • Nowadays leaders have a lot more power over group members.

This sounds true in most institutions and business organisations.  In a group setting, leaders would normally be vested with more power. So, does it mean that leaders should remain as “powerful” ones to be effective?

  • Modern forms of organization limit the STOP correcting mechanisms (eg criticism and disobedience are often not an option).

Criticism and disobedience are often not an option, so true.   I think this is reflective in most organization’s policy, rules and procedures, to ensure compliance and conformance to the set standards and practice.  So leadership does involve constraints, intervention, and discipline at work and in the community.

#Change11 Social Media Literacies and Multiple Intelligences

This week’s session by Howard Rheingold relates to the fundamental social media literacy.

Howard concluded that “one important step that people can take is to become more adept at five essential literacies for a world of mobile, social, and always-on media: attention, crap detection, participation, collaboration, and network know-how.”

Would the following categorization help?

Personal literacy: Attention, crap detection

Social literacty: Participation, collaboration

Socio-technological literacy: Network know-how

Relating to crap detection, Howard says:

“Although the Web undermines authority, the usefulness of authority as another clue to credibility hasn’t entirely disappeared. I would add credibility points if a source is a verified professor at a known institution of higher learning, an authentic M.D. or Ph.D., but I wouldn’t subtract points from uncredentialed people whose expertise seems authentic. Nor would I stop at simply verifying that the claim to be a professor is valid.” Great advice.

I have reflected on the basic questions here:

There are 6 important questions raised:

1. Where is it coming from?

2. What are the implications of thinking like that? What are the social, political, economical and environmental implications?

3. How could this be thought otherwise?

4. Who decides?  Who decides what’s true, normal, mainstream?

5. In whose name is this statement made?

6. For whose benefit?

I am mulling over the discussion on the evolving definition of experthere.

In reflection this could be referred to:

Question 4: Who decides?  Who is the authority in the subject domain?

Question 5: In whose name is this statement made?  This is particularly the case in referring to the authorities in research.  What are the credentials of those experts?  Are they theorists, practitioners or both?

Question 6: For whose benefit?  Who would benefit most from the decision made? How about the power?

Do you see experts as the main source of critical literacies?  Who are the experts?  How about leaders as experts?

How would these literacies be developed in social networks and formal education? Would that be learning by doing, thinking and reflection?  I think it would also relate to critical thinking, sensemaking and way-finding, whilst navigating and constructing networks under Connectivism.

What about the intelligence one has in order to develop those literacies in online education and learning environment?

I have been thinking about multiple intelligences (MI) for the last two decades.  Here Howard Gardner provides an interesting presentation on MI.  As Howard mentioned, MI is a way of thinking.

My main take away from Howard’s MI presentation is that MI has its soil on certain cultural roots, where democracy and individualization of education and learning is encouraged and supported.  However, there might be some constraints when such way of thinking is introduced into a culture where centralization of power is involved.  Under such centralized education system, MI might have potential to flourish, provided individualized learning is allowed.  The use of Personal Learning Environment (PLE) might better align with this MI way of thinking, where the learner would decide which of those capacities he or she has would be of interests for development.

Power of Community

The power of community is growing, and is based on the interaction of its networkers, where relationship and connections are emerging, with cooperation and collaboration amongst networkers developing, co-creating new communities. Such an ontological phenomena is omnipresent.

Is that the testimony of the wisdom of the crowd, or the collective intelligence?

It’s what the networkers could contribute to the business, the organisation, the community and society that would eventually count. And we are the witness of this era of truly global community based on real and virtual networks.