Published on

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. CALRG 2012 Conference, Open U., June 2012EnquiryBlogger:Blog-based Learning Analytics forLearning Power & Authentic EnquirySimon Buckingham Shum & Rebecca FergusonKnowledge Media Institute & Institute of Educational Technology,The Open University, UKRuth Deakin CrickGraduate School of Education, University of Bristol, UKhttp://LearningEmergence.net/tools/enquiryblogger 1
  2. 2. AcknowledgementsGeoff Austin, CodeJuggler 2
  3. 3. The story in 1 slide… Education is not equipping citizens for a complex, uncertain world Learning Dispositions: the appetite and capacity to learn at any opportunity is vital This can be assessed as a construct called “Learning Power” (LP) An analytics platform hosts a web survey to build LP profiles, pools data, generates real time analytics An “Authentic Enquiry” (AE) methodology harnesses personal curiosity/passion/values for self-directed enquiry Blogging can support reflective personal and social learning EnquiryBlogger Wordpress plugins add LP+AE visual analytics Piloted at primary, secondary + tertiary levels 3
  4. 4. So… what’s the problem? 4
  5. 5. It is time to hold up our hands and admit thatour education system just isn t working wellenough.Our emphasis needs not to be on proving theresidual value of outdated curricula, testsand league tables, but on inspiring andchallenging children so that they in turn caninspire and challenge us. Lord David Puttnam Chancellor, Open University Introduction to the Learning Futures Programme www.learningfutures.org 5
  6. 6. …adults and children alike see their worldsas complex, changing, uncertain andambiguous, and are likely to get more, notless, so.The obvious question, then, is: what are theepistemic mentalities and identities that willenable people to thrive in such a world?What do good learners do? What do theyenjoy? How do they react when the goinggets tough? Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning 6
  7. 7. We worry about disengaged low achievers...but we need to worry about the high achievers too...Guy Claxton: Constant change is here to stay: why schooling will always be about the future. UK ESRC Futures Meeting, May 2011. 7http://www.slideshare.net/edfutures/guy-claxton-esrc-futures-may11
  8. 8. Educational system (secondary+tertiary) fails toequip learners for employment In one survey after another, business leaders complain that the majority of U.S. job applicants are ill-equipped to solve complex problems, work in teams, or communicate effectively. Hewlett envisions a new generation of schools and community colleges … harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning to learn to help students develop a strong foundation in traditional academic subjects. 8Hewlett Foundation – Deeper Learning: http://www.hewlett.org/programs/education-program/deeper-learning
  9. 9. Educational system (secondary+tertiary) fails toequip learners for employmentCBIs 2007 report: Time Well Spent: Embedding employability in work experience 9http://www.employers-guide.org/media/20848/time_well_spent_cbi.pdf
  10. 10. Widening disconnect between what engages many young people, and their experience of school §  English Department for Education: 10% of students reported that they “hate” school, with disproportionate levels amongst less privileged learners §  Canadian Education Association: intellectual engagement falls during the middle school years and remains at a low level throughout secondary school §  US study across 27 states: 49% students felt bored every day, 17% in every classGilby, N., Hamlyn, B., Hanson, T., Romanou, E., Mackey, T., Clark, J., Trikka, N. and Harrison, M. National Survey of Parents andChildren: Family Life, Aspirations and Engagement with Learning in 2008. UK Dept. Children, Schools & Families, London, 2008.Willms, J. D., Friesen, S. and Milton, P. What did you do in school today? Transforming classrooms through social, academic, andintellectual engagement. First National Report, Canadian Education Association, Toronto, 2009.Yazzie-Mintz, E. Charting the Path from Engagement to Achievement: A Report on the 2009 High School Survey of Student 10Engagement. Center for Evaluation & Education Policy, Indiana University, 2009.
  11. 11. To thrive and innovate in a complex world, weneed personal passion and lifelong learning The Power of Pull John Hagel III John Seely Brown Lang Davison Summary article in Harvard Business Review blog: 11 http://blogs.hbr.org/bigshift/2010/04/a-brief-history-of-the-power-o.html
  12. 12. learningdispositions 12
  13. 13. Dispositions to learn “Knowledge of methods alone will not suffice: there must be the desire, the will, to employ them. This desire is an affair of personal disposition.” John DeweyDewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to theEducative Process. Heath and Co, Boston, 1933 13
  14. 14. Dispositions to learn “In the fixed mindset, people believe that their talents and abilities are fixed traits. They become over-concerned with proving their talents and abilities, hiding deficiencies, and reacting defensively to mistakes or setbacks.” Carol DweckInterview with Carol Dweck: 14http://interviewscoertvisser.blogspot.co.uk/2007/11/interview-with-carol-dweck_4897.html
  15. 15. Dispositions to learn “In the growth mindset, people believe that their talents and abilities can be developed through passion, education, and persistence … It’s about a commitment to … taking informed risks … surrounding yourself with people who will challenge you to grow” Carol DweckInterview with Carol Dweck: 15http://interviewscoertvisser.blogspot.co.uk/2007/11/interview-with-carol-dweck_4897.html
  16. 16. What do we mean by “disposition”? §  a relatively enduring tendency to behave in a certain way §  but there are varying conceptions as to how fixed or malleable dispositions are Our focus is on malleable dispositions that are important for developing intentional learners, and which, critically, learners can recognise and develop in themselvesDeakin Crick R. (2011) Student Engagement: Identity, Learning Power and Enquiry - A Complex Systems Approach. In: 16Christenson S, Reschly A and Wylie C (eds) The Handbook of Research on Student Engagement New York: Springer
  17. 17. What are these dispositions thatequip you for lifelong learning? And how would we measure these in order generate a “dispositional profile”? 17
  18. 18. Live crowdsourcing… Think about the most effective learners you’ve met/mentored/taught Not necessarily the highest grade scorers, but the ones who had a desire to learn What qualities/dispositions/energy did they bring? Tweet some key words/ phrases now on #calrg12 18
  19. 19. The resultingtwitter stream…https://twitter.com/#!/search/%23calrg12Compare theseintuitive answers towhat the Univ.Bristol LearningPower projectfound… 19
  20. 20. ELLI: Effective Lifelong Learning InventorySee the paper for examples of questions loading onto each dimension of Learning Power 20
  21. 21. Learning to Learn: 7 Dimensions of Learning Power Being Stuck & Static Changing & Learning Data Accumulation Meaning Making Passivity Critical Curiosity Being Rule Bound Creativity Isolation & Dependence Learning Relationships Being Robotic Strategic Awareness Fragility & Dependence Resilience
  22. 22. ELLI: Changing & Learning§  Effective learners know that learning itself is learnable. They believe that, through effort, their minds can get bigger and stronger, just as their bodies can and they have energy to learn.§  Opposite pole: ‘being stuck and static’§  Example ELLI items: §  I expect to go on learning for a long time. §  I like to be able to improve the way I do things. §  I’m continually improving as a learner. 22
  23. 23. ELLI: Meaning Making§  Effective learners are on the lookout for links between what they are learning and what they already know. They like to learn about what matters to them.§  Opposite pole: ‘data accumulation’§  Example ELLI items: §  I like to learn about things that really matter to me. §  I like it when I can make connections between new things I am learning and things I already know. §  I like learning new things when I can see how they make sense for me in my life 23
  24. 24. ELLI: Critical Curiosity§  Effective learners have energy and a desire to find things out. They like to get below the surface of things and try to find out what is going on.§  Opposite pole: ‘passivity’§  Example ELLI items: §  I don’t like to accept an answer till I have worked it out for myself. §  I like to question the things I am learning. §  Getting to the bottom of things is more important to me than getting a good mark. 24
  25. 25. ELLI: Creativity§  Effective learners are able to look at things in different ways and to imagine new possibilities. They are more receptive to hunches and inklings that bubble up into their minds, and make more use of imagination, visual imagery and pictures and diagrams in their learning.§  Opposite pole: ‘being rule bound’§  Example ELLI items: §  I get my best ideas when I just let my mind float free. §  If I wait quietly, good ideas sometimes just come to me. §  I like to try out new learning in different ways. 25
  26. 26. ELLI: Learning Relationships§  Effective learners are good at managing the balance between being sociable and being private in their learning. They are not completely independent, nor are they dependent; rather they work interdependently.§  Opposite pole: ‘isolation and dependence’§  Example ELLI items: §  I like working on problems with other people. §  I prefer to solve problems on my own. §  There is at least one person in my community who is an important guide for me in my learning. 26
  27. 27. ELLI: Strategic Awareness§  More effective learners know more about their own learning. They are interested in becoming more knowledgeable and more aware of themselves as learners. They like trying out different approaches to learning to see what happens. They are more reflective and better at self-evaluation.§  Opposite pole: ‘being robotic’.§  Example ELLI items: §  If I get stuck with a learning task I can usually think of something to do to get round the problem. §  If I do get upset when I’m learning, I’m quite good at making myself feel better. §  I often change the way I do things as a result of what I 27 have learned.
  28. 28. ELLI: Resilience§  Dependent and fragile learners more easily go to pieces when they get stuck or make mistakes. They are risk averse. Their ability to persevere is less, and they are likely to seek and prefer less challenging situations.§  Opposite pole: ‘fragility and dependence’§  Example ELLI items: §  When I have trouble learning something, I tend to get upset. §  When I have to struggle to learn something, I think it’s probably because I’m not very bright. §  When I’m stuck I don’t usually know what to do about it. 28
  29. 29. Immediate feedback enabling timely reflection andinterventions, via a mentored discussionELLI profile showing pre/post change 29
  30. 30. Cohort analytics foreducators andorganizational leaders 30
  31. 31. Authentic Enquiry Energise learning by connecting it to personal curiosity/values/passionAn approach to personalising the curriculum 31
  32. 32. Where does Learning Power fit pedagogically inthe journey from Personal Self, to Publiclycertified, competent learner? Self Competent Agent Personal Identity qualities Competent Desire Skills learner Motivation Dispositions Knowledge Citizen Attitudes Understanding Mathematician Values Artisan etc Personal Public
  33. 33. Authentic Enquiry:an approach to combining learner curiosity, and the personalisation of the curriculum 33
  34. 34. In detail… Pedagogical challenges for personalisation: Integrating the personal with the public through context-driven enquiry. Special Issue (Editor: Ruth Deakin Crick), Curriculum Journal, 2009, 20 (3), 185-306 http://bit.ly/CJissue
  35. 35. Authentic Enquiry:example of how the questions get ‘bigger’, starting from the focal object15 yr old ‘NEET’ girl Violent young offenderFocus: Cheddar Gorge Focus: My Dog§  What will be there in 15 years? §  My dog and why he means a§  What was there before? lot to me§  How many people have been §  Why do animals end up in there? shelters?§  How was the gorge made? §  Why do they lock people up?§  Have any famous people been §  Does locking people up make there? a difference?§  What kind of people used to §  How have they got the power be there? to lock people up?§  Why do relationships matter? §  What are their rights? 35
  36. 36. Authentic Enquiry:Bushfield School Year 6 Authentic Enquiry projectshttp://bushfield.wordpress.com/tag/aip 36
  37. 37. EnquiryBlogger 37
  38. 38. Blogging for learning(from the project proposal)Blogs offer learners opportunities to incorporate manyperspectives, develop carefully crafted contributions,reflect and make considered responses to others(Ferguson et al., 2007). This medium provides an environment inwhich people can observe, articulate and refine practices(Efimova et al., 2004).At the same time, by making use of the comment facility, bloggersare able to share thoughts, ideas and opinions (Du andWagner, 2005). In order for students to engage effectively with thisemerging genre, they need to be able to experiment and takeownership of their writing, learning to develop a blog as aspace for personal learning, reflection and interaction(Bryman and Burgess, 1994).
  39. 39. LII EnquiryBloggerIIIIIIIIIIIII
  40. 40. Composing and categorising a blog post Categories relating to authentic enquiry, which are visualized by the plugins Standard blog editor, including option to embed multimedia
  41. 41. Enquiry Spiral widget
  42. 42. Enquiry Spiral widget Connecting Choosing
  43. 43. ELLI Spider widget
  44. 44. ELLI Spider widget
  45. 45. Mood View widget
  46. 46. LIII ELLI SpiderI Dashboard viewIIIIIIIIIII
  47. 47. LII Enquiry SpiralI Dashboard viewIIIIIIIIIIII
  48. 48. LIII Mood viewI Dashboard viewIIIIIIIIIII
  49. 49. Teacher’s dashboard for EnquiryBlogger
  50. 50. pilot trialMasters Students 51
  51. 51. Masters level EnquiryBloggersGraduate School of Education, University of Bristol
  52. 52. Masters level EnquiryBloggersGraduate School of Education, University of Bristol
  53. 53. Masters level EnquiryBloggersGraduate School of Education, University of Bristol
  54. 54. pilot trialPrimary Pupils 55
  55. 55. Primary School EnquiryBloggersBushfield School, Milton Keynes 56
  56. 56. Primary School EnquiryBloggersBushfield School, Milton Keynes
  57. 57. Primary School EnquiryBloggersBushfield School, Milton Keynes“I find it helpful to blog. You get to tell everyone whatyou’re feeling, what you’ve been doing. They get a pictureof what you’re doing. They might have a link to include.” “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 youve used them.”“I like blogging. It gets all the hard work out of my headand then I just go home and relax.”
  58. 58. conclusions 59
  59. 59. Summary and future work(there’s at least 1 PhD in this!)Summary of pilot observations§  All Yr6 pupils were able to conduct Authentic Enquiries but required significant mentor input: to be sustainable we could reduce cohorts with longer projects§  All of the Yr6 pupils interviewed (N=5) gave positive reasons for keeping blogging in future projects§  More able Yr6 pupils were able to use the ELLI and Authentic Enquiry categories, but more time needed to introduce themFuture work§  School could introduce reflective writing for learning as a genre§  We need a more gradual process for introducing blogging (eg. Yr5)§  We need to do detailed analysis of the blogs, coupled with learner and educator interviews§  We need to explore assessment criteria for authentic enquiries: process + product / personal—public continuum
  60. 60. To join the global community…LearningEmergence.net 61
  61. 61. Ferguson, R., Buckingham Shum, S. and Deakin Crick, R. (2011). EnquiryBlogger: using widgets to support awareness and reflection in aPLE Setting. 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July, Southampton,UK. Eprint: http://oro.open.ac.uk/30598Ferguson, R. and Buckingham Shum, S. (2012). Social Learning Analytics: Five Approaches. Proc. 2nd Int. Conf. Learning Analytics &Knowledge, (29 Apr-2 May, Vancouver, BC). ACM Press: New York. Eprint: http://oro.open.ac.uk/32910Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling andLearning Analytics. Proc. 2nd Int. Conf. Learning Analytics & Knowledge. (29 Apr-2 May, 2012, Vancouver, BC). ACM Press: New York.Eprint: http://oro.open.ac.uk/32823 http://LearningEmergence.net/tools/enquiryblogger