No abstract

In this article, two learners in self-directed degrees based in the workplace reflect on their experiences in learning from each other and in communities of practice. Deane and Steve will each introduce themselves and their relationship to learning through their neurodiverse lenses. Then they explore designing for inclusion in formal education through the three dimensions of Student Centred Learning: humanism, cognition and agency (Starkey, 2019). They explore "ako," which in te reo Māori means being in a reciprocal learning relationship where teachers are not expected to know everything. In particular, ako suggests that each learner brings knowledge with them from which all are able to learn (Keown et al., 2005). Their discussion is transcribed from a speechto-text app because both speak better than they write. INTRODUCTIONSDeane: I'm Deane Patterson, a recent graduate of the Bachelor of Leadership for Change (BLFC) and current Master of Professional Practice (MPP) learner at Otago Polytechnic. I was working in the online education space and seeking to enhance my teaching skills. I was assured I could learn anything I wanted -the BLFC programme is based on self-directed learning and your own professional practice.The first thing that impacted me was consciously accepting and interacting with a wide range of cultures, temperaments and viewpoints. A facilitator and a learner whom I connected with both frequently referred to their autism/neurodiversity. Not in an "I'm disabled, please forgive/excuse me" way, but rather from an "I think and act differently -have you considered how things look from here?" position.

No abstract