Look, there’s a squirrel!
The size of the attention pie grows as more and more people join the audience, but the total available attention per mind (per slice) will not change (de Castell & Jenson, 2004, p. 388). This is, in part, the reason I did not become a teacher. I am gifted, a perfectionist, and have social anxiety, but I love performing in front of people. If I am to be truthful in learning about neurodiversity and working with my therapist, I probably have ADHD, which explains my inability to stay focused. Focusing on what I was paying attention to or how many times I “saw a squirrel” was an exercise in and of itself.
As de Castello & Jenson (2004) note, the consideration of attention is critically important in designing and developing virtual learning environments for learning (p. 381). Attention needs to be captured and maintained to support learning. Like storytelling, the art and craft of being a good educator or instructional designer are to use tools and skills to carefully pace learning so that there are peaks of interest and energy and lulls in which people can reflect and absorb (Thomson, 2019). Today, the teacher must earn the learner’s attention because learners can turn elsewhere to find information about the subject being taught (de Castell & Jenson, 2004, p. 382).
Deep Attention involves “concentrating on a single object for longer periods, ignoring outside stimuli while so engaged, preferring a single information stream, and having a high tolerance for long focus times” (Citton, 2017, p. 10). While this may not be seen with any frequency within K to 12 classrooms, from a corporate training perspective, deep attention is seen with more frequency as employees generally work in areas of interest, supporting the ability to remain attentive to the task at hand and can work in isolated spaces (offices or cubicles) (Tawakol, 2019). When writing or developing the framework and story for a speaking engagement, this is the state I enter; it is the only way I can think deeply about what I am doing. While it benefits my clients, it is detrimental to my family, as I lose all concept of time.
Hyper Attention is characterized by switching focus rapidly among different tasks, preferring multiple information streams, seeking a high level of stimulation, and having a low tolerance for boredom (Citton, 2017, p.10 and Hayles, 2007). For me, this is one form of squirrel mode. The peanut gets pushed forward on task(s), but I bounce from device to device and information source to information source, looking to be stimulated or find the perfect reference. According to Tawakol (2019), research on media multitasking “generally suggests that individuals who engage in heavier media-multitasking show poorer cognitive control abilities.” While multitasking seems positive, it takes an average of just over 23 minutes to get back your concentration after an interruption (González & Mark, 2004) and adds stress, frustration, mental effort, a feeling of time pressure and mental workload (Pattison, 2008).
Partial Attention involves examining multiple directions simultaneously “rather than being fully absorbed in only one task” (Citton, 2017, p. 186). Another form of squirrel mode, partial attention, is another form of multitasking while you watch television or interact with social media and other technology while working on tasks. While 82 percent of all interrupted work is resumed on the same day (Pattison, 2008), there is a negative impact on the work that was not resumed.
Illusionary Attention involves “making others believe we are giving them a fair attentional exchange so that they will give their attention to us” (de Castell & Jensen, 2004, p. 387). How often have you been caught hearing someone but not listening to what was being said? Using driving as an example, most drivers who text and talk on cell phones do not have problems unless an unexpected event occurs; mobile phone users struggle with seeing and responding fluently, leading to hitting or killing someone (Guild, 2010). As educators and learners, we need to be able to identify when our students are in this mode and catch ourselves. We cannot demand or expect attention when we are not giving it.
Attention in an ‘information society’ is far different from attention in a ‘knowledge society’ (de Castell & Jenson, 2004, p. 381). As learning continues to migrate to virtual interactions regulated by learners (de Castell & Jenson, 2004, p. 384), as an educator and learner, understanding different types of attention and their influence on learning is vital. As I observed, attention to the technology impacts my ability to stay focused. Whether it was a notification (text, social media, or a new email) on my phone, finding an exciting but unrelated article to read or video to watch while researching, knowing I am a squirrel, is something I must be very cognizant of. Not all our learners know they are squirrels.
References:
Citton, Y. (2017). Introduction and Conclusion: From Attention Economy to Attention Ecology. In The Ecology of Attention. John Wiley & Sons.
de Castell, S. & Jenson, J. (2004). Paying Attention to Attention: New Economies for Learning. Educational Theory, 54 (4): 381 – 397.
González, V., & Mark, G. (2004). “Constant, constant, multi-tasking craziness”: Managing multiple working spheres. Paper presented at the 113-120. https://doi.org/10.1145/985692.985707
Guild, G. (July 16, 2010). The illusion of attention. How do you think? Retrieved November 24, 2022, from https://geraldguild.com/blog/2010/07/16/the-illusion-of-attention/
Hayles, N. K. (2007). Hyper and deep attention: The generational divide in cognitive modes. Profession, 2007(1), 187–199. https://doi.org/10.1632/prof.2007.2007.1.187
Pattison, K. (July 28, 2008). Worker, interrupted: The cost of task switching. Fast Company. Retrieved November 23, 2022, from https://www.fastcompany.com/944128/worker-interrupted-cost-task-switching
Tawakol, O. (January 22, 2019). The importance of attention intelligence and how to control workplace distractions. Retrieved November 22, 2022, from https://www.forbes.com/sites/forbestechcouncil/2019/01/22/the-importance-of-attention-intelligence-and-how-to-control-workplace-distractions/?sh=7f4eb2b66fb2
Thomson, C. (July 19, 2019). Engagement and attention: Recognising the difference. Inspiring Learning. Retrieved November 22, 2022, from http://inspiringlearning.jiscinvolve.org/wp/2019/07/engagement-attention/