Uploaded byRuth Deakin Crick
Dispositional Learning Analytics: Learning Power in Complex Systems
This document discusses dispositional learning analytics, which uses data about students' learning dispositions and identities to provide feedback and stimulate self-directed change. It describes how learning dispositions and identities are important for sustainable learning in uncertain times. Analytics can provide rapid feedback at different system levels by integrating soft data on dispositions with hard performance data. This helps visualize complex data to stimulate responsible agency and change. Sustainable learning ecosystems cannot rely on external control alone and require self-directed learning. Dispositional analytics aims to make the invisible visible to enhance learners' responsible agency over their own learning.
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Dispositional Learning Analytics: Learning Power in Complex Systems
- 1. Dispositional Learning Analytics LearningPower and Complex Systems Ruth Deakin Crick Simon Buckingham Shum 1
- 2. The Story inOne Slide Learning dispositions and learning identities are key levers for sustainable learning in 21C conditions of uncertainty, risk and challenge Dispositions and identities are ‘soft’ variables which require formative assessment to stimulate self-directed change and responsible agency Dispositional analytics enables: •Rapid feedback of data at different levels in a system •Integration of process (soft) and performance data (hard) •Visualisation of complex, contextualised data for stimulating responsible agency and change Learning eco-systems are complex and unpredictable and cannot be sustained by external control: self directed learning is therefore crucial Learning is a core process at different levels in learning organisations
- 6. 6 learning dispositions matter "resilience isthe defining concept for the 21st century” John Seely Brown 2013
- 7. Our focus ison malleable dispositions that are important for developing intentional learners, and which, critically, learners can recognise and develop in themselves
- 8.
- 9. Learning power empirically derived,complex mix of values, attitudes and dispositions which together are necessary for fuelling an individual’s engagement with new learning opportunities through identity formation and scaffolding Deakin Crick, R., Haigney, D., Huang S., Coburn, T. & Goldspink C., (2012) Learning Power in the Work Place: the Effective Lifelong Learning Inventory (ELLI) and its reliability and validity and implications for Learning and Development, International Journal of Human Resource Deakin Crick, R. (2007) Learning to learn: The dynamic assessment of learning power. Curriculum Journal,18,2, 135-153. Deakin Crick R., Broadfoot P. & Claxton G. (2004) Developing an Effective Lifelong Learning Inventory: The ELLI Project, Assessment in Education, 11, 3, 247 - 272.
- 10. Seven Dimensions ofLearning Power Changing & Learning Meaning Making Critical Curiosity Creativity Learning Relationships Strategic Awareness Resilience Being Stuck & Static Data Accumulation Passivity Being Rule Bound Isolation & Dependence Being Robotic Fragility & Dependence
- 11. learning power correlates withother success criteria (but it’s a complex relationship) 11
- 12. Learning Power andother success indicators • Children report significantly lower levels of learning power on all dimensions as they go through school • Positive associations between teachers’ learner-centred practices, their beliefs about learning, students’ learning power, the level of organisational emotional literacy, and attainment by National Curriculum measures. • Distinctive patterns of learning power profiles for under-achieving students. • Learning power is positively associated with pro-social behaviour and negatively with violent behaviour Deakin Crick, R. & Ren, K. (2013) Empowering underachieving adolescents: an emancipatory learning perspective on underachievement, Pedagogies: An International Journal 8(3) Deakin Crick, R. & Yu, G. (2008) The Effective Lifelong Learning Inventory (ELLI): Is it valid and reliable as an assessment tool? Educational Research, 50,4, 387-402; Deakin Crick, R., McCombs, B., Haddon, A., (2007) The Ecology Of Learning: Factors Contributing To Learner Centred Classroom Cultures, Research Papers in Education, 22,3, 267-307
- 13. ELLI: Effective LifelongLearning Inventory
- 14. A framework fora coaching conversation which moves between identity and performance 14
- 15. 'learning is likea road…..you can get tow trucks that can help you 'I am a little bit rubbish' …..'sometimes I feel I hate being me and sometimes I love being me' Deakin Crick et al (2011) Learning Futures Report, London, Paul Hamlyn Foundation Stratified sampling….
- 16. Cohort analytics for educatorsand organizational leaders 16
- 17. making the invisiblevisible for the purpose of enhancing responsible agency
- 18. 18 Competence in the world Knowledgeskills & understanding Learning power values attitudes & dispositions Identity story, desire, motivation, rel ationships, purpose …learning is an emergent property…
- 19. modelling dispositions makes connectionsbetween Inside - Outside Personal - Public Soft data - Hard data Purpose - Performance Formative - Summative Story - Agency Experience - Abstraction
- 20. Knowledge Real World Competence Performance Learning power Identity Story Purpose Learning isa journey of authentic enquiry…. ……..from purpose to performance
- 21. A system that dependson external control is not sustainable
- 22. To be sustainablea school/person/system needs to be critically self-aware and to take responsibility for its own purpose, learning and performance
- 23. Micro Layers andfeedback loops… Competence Knowledge Learning Power Identity Learninganalytics …..learners as complex systems
- 25. Macro Layers andfeedback loops… Community Learning Leaders Learning Teachers Learning Students Learning …schools as complex systems
- 26. PURPOSES OF FEEDBACKFOR LEARNING ANALYTICS ACCOUNTABILITY THEORY TESTING PRACTICAL IMPROVEMENT ENHANCING IDENTITY AND AGENCY
Editor's Notes
- #4 Worst case scenario…this is the story of economic utility and progress ….from a child’s perspective….it’s contextless, sterile, a series of hurdles reaching into the future after which I get a job…and a good life…it really doesn’t work for generation x and y….
- #5 The best teachers aim to ‘make it real’….but the road is still pre-determined…..learning to learn and engagement is still focused on performance…..within the dominant meta narrative
- #13 We discussed earlier a cross sectional analysis demonstrating that the mean score on students learning power profiles gets significantly lower as students get older [35]. We have reported positive associations between teachers’ learner-centred practices, their beliefs about learning, students’ learning power, the level of organisational emotional literacy, and attainment by National Curriculum measures [50]. We have demonstrated distinctive patterns of learning power profiles for under-achieving students, and enhanced the findings with school based, qualitative measures and teacher professional judgment [36]. A two year study in 2009-11 with fifteen schools participating in the national Learning Futures programme, enabled an evaluation of the impact of learning power and enquiry-based learning pedagogies on student engagement [37, 47]. In 2011 a further analysis enabled the testing of ELLI with an adult sample (N=5762) and an analysis of the differences between age ranges in terms of the internal construction of learning power [51].Learning Futures programme: www.learningfutures.org
- #16 Qualitative data analysis N= 360, stratified sample, from learning futures project.
- #20 Why do dispositional analytics matter so much? Because they provide a language, a feedback loop and a framework which links purpose with performance.