CoP Highlights of

Insights Gained
the Crayolas
CAM DEMMAN, HAYLEY DUNMIRE, LAURA HEWETTSMITH, ISABELLE NAT

CoP Highlights of Insights Gained

EDUC 455, UNIVERSITY OF CALGARY

Cam Demman, Hayley Dunmire, Laura Hewett-Smith, Isabelle Nat

EDUC 455, University of Calgary
February 27, 2015

Our CoP group, the Crayolas, chose the board Game of Life as our
metaphor. We feel that knowledge is represented in the game itself and that
our journey throughout the game reflects that learning is gained through
lifes journey. Life and learning do not always happen in a straight upward
path to success but rather our path is full of ups and downs. The twists and
turns in the game board represent the natural ups and downs of life and
shows that the path to achieve success in life as individuals and adult
learners and is not always straight and true.
The pathway in the board game is made up of four different coloured
squares, with each colour representing a different theme found in the book
Pathways of Adult Learning: Professional and Education Narratives by Janet
Groen and Colleen Kawalikak . These different coloured pathway squares also
represent the different learning skills and knowledge gained throughout the
real game of life. These coloured squares are intertwined throughout the
board because learning in life does not occur the same linear way as the
learning themes found within the book. Knowledge and skills are picked up
through a various amounts of ways such as experiences and formal and
informal education. Our game makes individuals think about who they are as
adult learners, where they would like to go in the future, and who they will
become as individuals and teachers. The board game questions reflect the
ideas that are presented throughout the book as well as reflect the push and
pull of life. Our game questions encourage personal reflection and
metacognition to enrich these learning experiences.
The goal of the game is for players to acquire knowledge and ends with
the quote Our narrative as lifelong adult learners are, indeed a work in
progress (Groen 2014, p230). To us as a group, this means that even
though our games does have an endpoint, learning never stops but
continues forward in new ways and ideas.
As a group we also chose to represent our CoP learnings as metaphors
as well. We have four metaphors found within the overarching metaphor,
the Game of Life. These metaphors include a prism, a compass, a tree, and

cogs. They correspond with the game board and with the themes found in
our course outline.
We chose the prism of light to reflect Theme 1, the Pathways of
Learning: Interpreting our Story. This image accurately demonstrates how we
are a product of many different parts. The light enters the prism and exits in
an array of colour, showing the numerous parts that comprise the white light.
This image can help illustrate the need to self-reflect on the multiple
dimensions that we are made of. Life experiences, what we do, and who we
interact with all have a great effect on who we are as a learner as well as
how we will approach the profession of teaching.
Theme 2, Philosophy and History: Navigating the Landscape, is
represented by the compass. The compass with the un-moving arrow of true
north illustrates the past that is fixed. However the spinning arrow helps
illustrate that it is up to us to decide where to point it and what orientation
we choose to follow in our life as a learner. These orientations can help us
articulate why we do what we do.
The tree represents Theme 3, Learning about Learning: Exploring the
Terrain. The third theme revolves greatly on understanding the roots of our
learning or rather the different theories of learning which grow into a
complex tree, with multiple branch systems that illustrate our learning. It is
not a linear trajectory but rather a complexity of relationships with
ourselves, with each other, with a particular sociocultural context, and with
the planet(Groen, p159).
The last theme, Theme 4, Contexts and Praxis: Engaging in Learning, is
illustrated by cogs; mechanical workings in the brain. The numerous cogs in
the image help illustrate the final theme of the complexity of adult learning.
The theme explores the diversity that exists in regard to learning
opportunities and what is considered as work in our society. The theme as
well as the image of interlocking cogs has adult learners recognize that
regardless of our discipline or context that we are all navigating a pathway

of lifelong learning and our learning journeys are interconnected (Groen,

p229).
As a group, we also felt that a major part of the CoP learning consisted
of working together. By signing the CoP agreement, it formalized in writing
the different roles people would play in our group. The agreements provide a
stable foundation for working together and can be used as a grounding piece
in times of conflict. In our CoP we kept our roles and agreement more broad
rather than restricted which allowed more freedom of movement within the
group. We used technology in the form of google docs to document and
reflect on our work. We used text messaging and emails to communicate
effectively. We were able to work together in a nice flowing way with each
member contributing. Working together in general requires adaptability,
flexibility, clear communication, and accommodation.
So, who are The Crayolas as lifelong learners and what have we
learned through this process? We are individuals who have come together to
share our personal narratives, insights and ideas regarding lifelong learning.
In doing so we develop yet another level to that narrative. Through our
readings, class discussions, and participation within our community of
practice, we have discovered that growth is inventively composed of the
imaginative exchange and development of our ideas. We have also come to
discover that life plans and best intentions will be intersected with
happenstance and serendipity thus affecting our position in the game of life.
The point is to reflect on the moments when we advance, fall back or miss a
turn. Adult learning is about who we become as how position and reposition
ourselves through our success as well as adversity.
We are all navigating a pathway of lifelong learning
and our journeys are interconnected with those we
work, learn, and live with along the way. If we have
the courage to open up to the unknown and
unexpected, we will recognize that we have so much

to learn from one another and that our greatest

potential for learning if gained from authentically
engaging with others who experience and view the
world through a lens that is different from our own
(Groen, p.229).

References
Groen, J., & Kawalilak, C. (2014.). Pathways of adult learning: Professional and
education narratives.