Post on 04-Aug-2015
UTS CRICOS PROVIDER CODE: 00099F
LEARNING COMPETENCIES AS CITIZENSHIP COMPETENCIES
cic.uts.edu.au
STORY IN A SLIDE
Global challenges demand radical responses from educators
The future is integrated, collaborative and innovative
Our relationship with information has changed
We need to develop resilient agency
We need to design learning for authentic enquiry
cic.uts.edu.au
cic.uts.edu.au
The average person processes more data in a single day than a person in the 1500s did in an entire lifetime.
The Human Face of Big Data website at http://humanfaceofbigdata.com/ and https://www.facebook.com/FaceOfBigData.
scientifc research…has moved on…democratising discovery and allowing the emergence of a new type of scientist who is adept at recognising problems and can
design and lead projects
Crowd sourcing is changing science : Citizen Science
cic.uts.edu.au
FUTURE CITIES
The future is integrated
The future is collaborative innovation
The future is about data
cic.uts.edu.au
MANAGING THE TENSION BETWEEN INNOVATION AND CONTINUITY
• to adaptively assimilate changing technologies into social practice;
• to deal with ambiguity and diversity;
• to find and sustain community links;
• to manage motivation and emotion;
• to focus on morality, responsibility, and citizenship.
How can we design learning experiences
to meet these challenges?
cic.uts.edu.au
‘BIG DATA IS TRULY REVOLUTIONARY BECAUSE
IT FUNDAMENTALLY CHANGES MANKIND’S RELATIONSHIP WITH
INFORMATION.’ MICHAEL S MALONE
Expert Codified Knowledge
Authentic Enquiry
Passive Dependence on ‘Experts’
Resilient Agency
A system that depends on external
control is not sustainable
Resilient Agency
those qualities an individual has that enable them to mindfully succeed in pursuit of a chosen purpose despite
adverse conditions of risk, uncertainty and challenge
The Knowledge – Agency Window
Expert Codified Knowledge
Open ended Enquiry
Teacher Directed Learning
Self Directed Learning
Teacher-directed enquiry Student led-enquiry
Content/Expert led teaching
Student-led revision
The Knowledge – Agency Window
Expert Codified Knowledge
Open ended Enquiry
Teacher Directed Learning
Self Directed Learning
Teacher-directed enquiry
Student led-enquiry
Content/Expert led teaching
Student-led revision
The Knowledge – Agency Window
Expert Codified Knowledge
Open ended Enquiry
Teacher Directed Learning
Self Directed Learning
Teacher-directed enquiry
Student led-enquiry
Content/Expert led teaching
Student-led revision of expert content
Expert Codified Knowledge
Open ended Enquiry
Teacher Directed Learning
Self Directed Learning
Teacher-directed enquiry
Student led open ended enquiry
Content/Expert led teaching
Student-led revision of expert content
Teaching as Script
Teaching as Desig
n
Deakin Crick et al (2011), Learning Futures Final Report. Paul Hamlyn Foundation. http://learningemergence.net/library/reports/learning-futures-evaluation-2011
Authenticity
AgencyIdentity
Learning and Citizenship – embodied in student led enquiry
2 DIFFERENT WORLDVIEWS (N=500 TEACHERS)
Develop democratic relationships
Build a community of learners
Negotiate learning
Challenge and support learners
Teach students how to learn
Foster deep understanding
Explore the construction of knowledge
Promote dialogue as a means of learning
Build on learners understanding
Connect learning to lives and aspirations
Apply and assess in authentic contexts
Communicate in multiple modes
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0
1
Dynamic Design
Ruth Deakin Crick, Chris Goldspink & Margot Foster (2013). Telling Identities: Learning as Script or Design? Learning Emergence Discussion Paper (June, 2013). PDFhttp://learningemergence.net/events/lasi-dla-wkshp
Competence
Knowledge Information
Learning Power
Identity
Purpose
Deakin Crick, R. (2012). Student Engagement: Identity, Learning Power and Enquiry - a complex systems approach. in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement. New York: Springer
Public
Personal
Dif
fere
nt
Way
s o
f K
no
win
g
Learning is a journey
….from purpose to performance
StructuringKnowledge
PerformingGenerating Learning Power
Identity Story Purposing
Deakin Crick R. (2009) Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy, Curriculum Journal, 20,1,73-92
LEARNING POWER
‘an embodied and relational process
through which we regulate the flow of
energy and information over time in
order to navigate a learning journey to
achieve a purpose of value’
Deakin Crick et al 2015) DEVELOPING RESILIENT AGENCY IN LEARNING: THE INTERNAL STRUCTURE OF LEARNING POWER, BRITISH
JOURNAL OF EDUCATIONAL STUDIES, FORTHCOMING.
Siegel, D. (2012) The Developing Mind: How relationships and the brain interact to shape who we are, New York, The Guildford Press.
RMSEA=.035.
Deakin Crick, Huang, Ahmed-Shafi & Goldspink (2014) Developing Resilient Agency in Learning, British Journal of Educational Studies, under review,
FROM ELLI TO RESILIENT AGENCY
Strategic Awareness Mindful Agency
Changing & Learning Hope and Optimism
Meaning Making Sense-making
Creativity Creativity
Critical Curiosity Curiosity
Learning Relationships Collaboration
Belonging
Resilience Openness to learning
Deakin Crick et al (2015) Becoming a Resilient Learner: the internal structure of learning power, British Journal of Educational Studies, forthcoming.
LEARNING POWER DIMENSIONS
Mindful Agency Unaware, passive, mindless
Hope and Optimism Stuck and static
Sense-making Data accumulation
Creativity Rule bound
Curiosity Passive
Collaboration Independent or Dependent
Belonging Isolated, split off, lonely.
Openness to learning Closed, brittle or fragile & dependent
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LEARNING FOR RESILIENT AGENCY PROFILE
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Survey-based analytics for learning dispositions
Deakin Crick et al (In Press). Developing Resilient Agency in Learning: the Crick Learning for Resilient Agency Profile.
Rapid Visual Feedback to Stimulate Self-Directed Change
A framework for a coaching conversation
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully.
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Wanting to get beneath the surface & find out more. Always wondering why and how.
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Being part of a learning community at work, at home,
in education & in my social networks. Knowing I have
social resources to draw on when I need them
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Being able to work with others, to
collaborate and co-generate new ideas and artefacts. Being
able to listen and contribute
productively to a team.
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Having the optimism & hope that I can learn &
achieve over time. Having a growth mindset;
believing I can generate my own new knowledge
for what I need to achieve
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Rigid Persistence Fragile Dependence
An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to persist &
manage any self-doubt. A necessary pre-requisite for developing resilience in
learning
Open Readiness
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning
my learning journey carefully.
Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.
Wanting to get beneath the surface & find out more. Always wondering why and how.
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Dependent ClosedOpenness to learning
An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to persist & manage any self-doubt. A necessary pre-requisite for
developing resilience in learning
Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.
Being part of a learning community at work, at home, in education & in my social networks. Knowing I have social resources to draw on when I need them
Having the optimism & hope that I can learn & achieve over time. Having a growth mindset; believing I can generate my own new knowledge for what I need to achieve
Being able to work with others, to collaborate and co-generate new ideas and artefacts. Being able to listen and contribute productively to a team.
cic.uts.edu.au
cic.uts.edu.au
REPORTING FOR ORGANISATIONAL DECISIONING
Trust AffirmationChallenge
a relational and embodied process
“I am a little bit rubbish”
“learning is like a road…..you can get tow trucks that can help you…”
ClosedPassiveFragile & dependentFragmented dataLacking inter and intra-personal awarenessIsolatedRule bound‘Done to’ A-critical
Fragile, dependent, brittle.
Receptive to learning and change
Resilient
HopefulCuriousCreativeStrategicPurposefulCollaborativePersistentAwareSense makingConnecting data
Deakin Crick et al (2012; 2008; 2013; 2004)
from no hope to resilient agency F
It’s a gift….how to get a long life easier
PATTERNS IN LEARNING POWER DATA
• Underachieving students – significantly lower on all active learning power dimensions.
• Learning power drops significantly as students get older• 18-24 year olds are lowest in adult population
• English as a second language students score higher than indigenous students
• Bright high achievers often lack resilience and a language for learning
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LEARNING POWER IS ASSOCIATED WITH
• Standardised Attainment (except creativity!)
• Students perceptions of: teachers ability to create positive interpersonal relationships, to honour student voice, to respect students and to stimulate higher order thinking
• Organisational emotional literacy
LEARNING POWER IS ASSOCIATED WITH PRO-SOCIAL VALUES AND ANTI-SOCIAL BEHAVIOR
• Critical social justice
• Political engagement
• ‘Living my values’
• Hope in the future Resilience
Learning relationships
Strategic awareness
Changing and learning
Meaning making
Critical curiosity
Creativity
I have changed so much in my learning ability and this makes me feel a bit more confident in myself. Apart from just learning whatever I need, knowing why should I learn them is an important part for me and then analysing them.
Pre- and post profile for Student 1: Foundation 2 to first year ICT Degree Student
LEARNING POWER IN THE COMMUNITY
Illustrations by Kerry-Anne at Black
scaffolding open-ended enquiry
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Choosingcarefully
Collectingthoroughly
Connectingdeeply
Constructingcreatively
Conveyingnew knowledge
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Choosing and Deciding
Observing and Describing
Generating Questions
Uncovering Stories
Knowledge MappingConnecting with existing knowledge
Interface with success criteria
Assessing and Validating
Applying in the World
Using Genuine Interest to
Understand, Explore, Create and ImproveBREAK-THROUGH
INNOVATIONLEARNING
andPERFORMANCE
Dynamics of Open-Ended Enquiry
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Jess’s Choice
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What will be there in 15 years?
Why do relationships matter?
What was there before?
How many people have been there?
How was the gorge made?
Have any famous people been there?
What kind of people used to be there?
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‘It’s made me not so scared to learn other things,’ ‘It was a
tiny little project and it spiraled into all these other things that
were connected.’
StructuringKnowledge
PerformingGenerating Learning Power
Identity Story Purposing
Deakin Crick R. (2009) Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy, Curriculum Journal, 20,1,73-92
How humans assign value to things: economic value, sentimental value, utilitarian value.
From concrete experience to abstract reasoning
Measuring Personal Change
But with this You get to be yourself, you're not restricted. you're allowed to think freely, It's different because you teach yourself andit's your own work. I used to just give up if it was difficult But now I've gone up effort wise I keep going, get more stuff done. You're like exploring and you think more and more and more than one lesson in a certain subject.
With this you learn what you want to learn and that's really, really important.You value yourself more but now if you don't do what the teacher says that's fine cos you are teaching yourself – you are the teacher.It really does change you as a person….
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EnquiryBlogger
ENQUIRYBLOGGER: ELLI WORDPRESS PLUGINS
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Ferguson, R., Buckingham Shum, S. and Deakin Crick, R.(2011). EnquiryBlogger: using widgets to support awareness and reflection in a PLE Setting. In: 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July 2011, Southampton, UK. Eprint: http://oro.open.ac.uk/30598
COMPOSING AND CATEGORISING A BLOG POST
Standard blog editor, including option to embed
multimedia
Categories relating to authentic enquiry, which are
visualized by the plugins
ENQUIRY SPIRAL WIDGET
Choosing
Connecting
ELLI SPIDER WIDGET
MOOD VIEW WIDGET
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DASHBOARD VIEW
ELLI Spider
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Enquiry SpiralDASHBOARD
VIEW
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MOOD VIEW
Dashboard view
TEACHER’S DASHBOARD FOR ENQUIRYBLOGGER
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PRIMARY SCHOOL ENQUIRYBLOGGERSBUSHFIELD SCHOOL, MILTON KEYNES
PRIMARY SCHOOL ENQUIRYBLOGGERSBUSHFIELD SCHOOL, MILTON KEYNES
“I think it actually really helps because you need to look back - could I have used that ELLI dimension, could I have used that one? So it sort of helps you think about what ELLI dimensions you could use in the next day, so it’s almost like revising every day, and it makes you think about which ones you have used and how you've used them.”
“I find it helpful to blog. You get to tell everyone what you’re feeling, what you’ve been doing. They get a picture of what you’re doing. They might have a link to include.”
“I like blogging. It gets all the hard work out of my head and then I just go home and relax.”
EVIDENCE HUB AS SHARED CONCEPTUAL MAPS AND KNOWLEDGE STRUCTURING TOOL FOR TEACHERS
People / Organizations / Projects / Claims / Evidence
Evidence Hub for Systems Learning and Leadership www.sysll.evidence-hub.net
EVIDENCE HUB: INDEXING STORIES + EVIDENCE
Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net
A wizard guides the user through the submission of a structured story:• What’s the Issue?• What claim are you
making/addressing?• What kind of evidence
supports/challenges this?• Link it to papers/data• Index it against the NIC’s core
themes
…WHICH GENERATES A KNOWLEDGE TREE
http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning
Issue
PotentialSolution
SupportingEvidence(practitionerstory)
www.learningemergence.net
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