Speed, silence and sanctuary, is the topic of discussion for the final week of study in Introduction to Digital Environments in Learning. We began the course by talking about the ever increasing workload that teachers are facing in the work place. I wrote this blog: IDEL Redefining Personal Boundaries in Education where I reflect:

 

“In environments where technology and e-learning has not "Yet" been adopted, teachers and lecturers are used to a structured workplace where the teacher is in almost complete control of where and when they and their students can interact. Some may feel that with all the benefits that come with e-learning there will also be sacrifices and that they will have to give up more of the control that they once had.”

 

 So this seems to be a fitting place to finish of this module. Not only because of this, but also because it is a relief to see that education establishments are taking the lead in awareness of the issues surrounding the problems and challenges of the fast paced workplace.

 

So what can a university like Edinburgh do to help its students prepare before joining the workforce? What are the solutions? 

It is important as Levy states, first to reach an agreement on the nature and extent of the problem:

“This could mean raising the issue as a topic of discussion and debate on individual university campuses, as well as within umbrella organizations.”

This is something that we have been doing for example in the last week of debate during this module.  Also, it is important to conduct research and studies to examine the extent of the problem, and perceptions of the problem.

 

Mind over matter:

I mentioned in my last blog that I’ve found necessary with my increasing work load to find techniques that help me relax and focus, techniques such as listening to music or taking walks.

In this spirit, Levy suggests bringing contemplative practices explicitly into university curricula to help students, faculty, and staff, “strengthen their attentional faculties in the face of the erosion effected by multitasking and acceleration.”

Contemplative practices quiet the mind in order to cultivate a personal capacity for deep concentration and insight. Examples of contemplative practice include not only sitting in silence but also many forms of single-minded concentration including meditation, contemplative prayer, mindful walking, focused experiences in nature, yoga and other contemporary physical or artistic practices. We also consider various kinds of ritual and ceremony designed to create sacred space and increase insight and awareness to be forms of contemplative practice.  http://www.contemplativemind.org/practices/

 

Ultimately whether such practices that prepare students for their speedy careers ahead of them are incorporated or not, humans do what humans do best, they adapt. However, some guidance along the way, and creating awareness and debate on such issues are at the core of what education is all about.

 

References:

http://www.contemplativemind.org/practices/

Levy, D. (2007). No time to think: Reflections on information technology and contemplative scholarship. Ethics and Information Technology, 9(4): 233–236.