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Mapping the “Deeper Learning” Literature using Cohere
 

Mapping the “Deeper Learning” Literature using Cohere

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Mapping the “Deeper Learning” Literature using Cohere Mapping the “Deeper Learning” Literature using Cohere Presentation Transcript

  • Mapping the “Deeper Learning”Literature using CohereOLnet Visiting Fellow: Helen Jelfs Graduate School of Education, University of BristolOLnet Team: Simon Buckingham Shum, Anna De Liddo, Michelle Bachler Knowledge Media Institute, Open U.Work in Progress Seminar, Institute of Educational Technology, Open Univ, 12 July 2011Slides, discussions and replay: http://cloudworks.ac.uk/cloud/view/5618Cohere knowledge-base: http://bit.ly/paoq7F
  • 2Deeper learning“...delivers the skills and knowledge students will needto succeed in a world that is changing at anunprecedented pace”Deeper learning prepares students to: §  Master core academic content §  Think critically and solve complex problems §  Work collaboratively §  Communicate effectively §  Learn how to learn (e.g. self-directed learning) The Hewlett Foundation http://www.hewlett.org/programs/education-program/deeper-learning
  • 3Key Questions for this literature analysis§  What evidence is there to suggest that mastering core academic content, critical thinking and problem solving, effective communication, working in collaboration, and learning how to monitor and direct one’s own learning are the essential elements of deeper learning?§  What research into these topics been carried out and what does it indicate?§  What is known about the mastery of these skills and their contribution to ‘success’?§  What evidence is there for positive links between deeper learning, economic success, and civic engagement?
  • 4Key Questions for this literature analysis§  What deeper learning tools and curricula are available?§  What improved assessments are available to measure student’s academic growth?§  What support will teachers and school leaders need to teach for deeper learning?§  What is the difference between enquiry based learning, project based learning and problem based learning?
  • 5Diary snapshots from the use of Cohere to conduct the literature analysis Available on Cohere at: http://bit.ly/paoq7F
  • ConnectionNet visualization: 11 Apr 2011After about a month’s work, a set of islands... “This is indicative of the stage Ive got to — I havent seen the other connections yet”
  • 7ConnectionNet visualization: 31 May 2011A few weeks later, and more connections are visible… “I ve gradually managed to make more connections between different ideas”
  • 8ConnectionNet visualization: 01 June 2011It’s now a complex network of interconnected ideas… “I began looking for ‘nexus points’ by which I mean those ideas/concepts around which there is a cluster of connections ”
  • 9Learner autonomy: 22 June 2011‘Learner autonomy is emerging as a key idea ... “‘Learner autonomy’ represents a variety of overlapping and effective learning practices, and implies the learner can give meaning to learning and create new learning tools”
  • Learner autonomy: 22 June 2011 10Focal idea + immediate neighbours (depth=1)
  • 11Managing self/Self-directed learning: 22 June 2011Promoting self management in learning... “To be more self-directed, learners need opportunities to plan, manage and monitor their own learning. This means we have to make relevant skills and capabilities ‘visible’ to students and develop a language for learning development.”
  • 12Making thinking and learning explicit: 22 June 2011Make the internal dialogue more explicit.... “Learners are assisted in getting to know themselves and discover the internal aspects of learning when facilitators model their own strategies”
  • 13Skills for a complex life: 22 June 2011??... “Integrating 21st century skills into the traditional core academic disciplines is essential if schools are to offer a broader set of skills to students so as to enable them to succeed in the 21st century”
  • 14Learning How to Learn: 22 June 2011LHTL promotes learning autonomy... “LHTL is a family of positive learning processes that promote learner autonomy”
  • 15Learning Power: 22 June 2011Evidence-informed pedagogic principles ... “The Teaching and Learning Research Programme (TLRP) devised 10 pedagogic principles for effective pedagogy”
  • 16Social/Cooperative learning: 22 June 2011Learning is not just individual but social... “An essential feature of what learning is about is the interactions and relationships within which learning takes place. In the future the distinction between teacher and pupil, or expert and novice, may well become blurred ”
  • 17Meaningful learning: 22 June 2011A different view of knowledge - something actively worked on... “Students gradually appreciate that enquiry is an active learning process in which there is scope to explore existing knowledge, to shape and change it, and thereby make their own, individual contribution to knowledge.”
  • 18A commonly held learning language: 22 June 2011Structuring a coherent approach to learning... “Discourse about learning can only happen if there is a commonly held language that can be understood and enacted by students , their teachers and their parents”
  • 19Teachers’ beliefs about learning: 22 June 2011To bring about change teachers need to engage in learning ... “Teachers whose practice illustrates effective pedagogy have an essentially progressive, rather than fixed, view of what goes on in any given lesson”
  • 20Authentic intellectual work: 22 June 2011A common language for schools... “An explicit academic purpose/ goal within a school community and the basis for professional dialogue, cooperative planning and the development of professional communities”
  • 21Authentic pedagogy : 22 June 2011The possibility of a transformative learning interaction... I like the way knowledge is described as that which is produced in the transformative relationship between teacher and learner - as opposed to the transmission of content from one to the other “What is fascinating here is the suggestion that teacher and learner should maintain a stance of continual becoming’”
  • 22Where next?§  Complete annotating identified literature§  Begin to formulate ‘answers’ to the questions§  Think about how best to organise for other users e.g. students on Msc Systems Learning and Leadership; Hewlett Foundation