The document describes the EnquiryBlogger project, which uses blog-based learning analytics to support the development of learning power and authentic enquiry. It discusses challenges in current education and the need to develop lifelong learning dispositions. The Effective Lifelong Learning Inventory (ELLI) is presented as a framework for assessing seven dimensions of learning power. The concept of authentic enquiry is introduced as a way to connect learning to personal curiosity, values and passion. The EnquiryBlogger platform and WordPress plugins are described as a way to support blogging, reflection, and the addition of learning analytics visualizations related to ELLI dimensions and the authentic enquiry process. The tools were piloted with primary, secondary and tertiary students
CLARAfying project: http://utscic.edu.au/projects/uts-projects/science-learning-power
Developing Resilient Agency in Learning: use of CLARA for first year science students with coaching support
A work in progress briefing for the UTS First Year Experience Forum, Sept 2015
CLARAfying project: http://utscic.edu.au/projects/uts-projects/science-learning-power
Developing Resilient Agency in Learning: use of CLARA for first year science students with coaching support
A work in progress briefing for the UTS First Year Experience Forum, Sept 2015
What are systems and how does this apply to school leadership Ruth Deakin Crick
A presentation about systems thinking and its application to school leadership. With thanks to Patrick Godfrey and David Blockley from the Systems Centre at Bristol.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Deputy Director of the Rockefeller Center Sadhana Hall submitted an article on resilience to the publication 'Concepts & Connections', which released an issue on leadership competencies.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
On Social Learning, Sensemaking Capacity, and Collective IntelligenceSimon Buckingham Shum
We are transitioning to an era in which the authority of previously dependable sources of understanding is increasingly called into question, in tandem with societal and global challenges that require new ways of thinking. Correspondingly, hard questions are now being asked about our education system’s adequacy. Our challenge is to create the infrastructures in which “K–Life” learners develop the capacities to thrive personally, and as citizens, under unprecedented conditions of uncertainty. The capacity to make sense of complex personal, intellectual, and social dilemmas is what we need to foster in our children, graduates, researchers, and employees: these skills can be summarized as “social learning.” This session will describe a range of R&D initiatives to illustrate socio-technical responses to these challenges, including intensively collaborative projects like the SocialLearn Project, the OLnet Project, the Compendium Institute, and the Learning Warehouse.
What are systems and how does this apply to school leadership Ruth Deakin Crick
A presentation about systems thinking and its application to school leadership. With thanks to Patrick Godfrey and David Blockley from the Systems Centre at Bristol.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Deputy Director of the Rockefeller Center Sadhana Hall submitted an article on resilience to the publication 'Concepts & Connections', which released an issue on leadership competencies.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
On Social Learning, Sensemaking Capacity, and Collective IntelligenceSimon Buckingham Shum
We are transitioning to an era in which the authority of previously dependable sources of understanding is increasingly called into question, in tandem with societal and global challenges that require new ways of thinking. Correspondingly, hard questions are now being asked about our education system’s adequacy. Our challenge is to create the infrastructures in which “K–Life” learners develop the capacities to thrive personally, and as citizens, under unprecedented conditions of uncertainty. The capacity to make sense of complex personal, intellectual, and social dilemmas is what we need to foster in our children, graduates, researchers, and employees: these skills can be summarized as “social learning.” This session will describe a range of R&D initiatives to illustrate socio-technical responses to these challenges, including intensively collaborative projects like the SocialLearn Project, the OLnet Project, the Compendium Institute, and the Learning Warehouse.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
Pengembangan pendidikan mengarah pada personalized learning. Design process pendidikan makin lama harus mengikuti tuntutan jaman, serta mendorong self learning yang makin kuat dan pilihan life long learning yang makin mandiri.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Slides from my contribution to the panel convened by Jeremy Roschelle at the International Society for the Learning Sciences: Engaging Learning Scientists in Policy Challenges: AI and the Future of Learning
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...Simon Buckingham Shum
Slides accompanying the monthly UTS educator briefing https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-18-march/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions). This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
Slides for this keynote talk to the 2nd International Conference on Quantitative Ethnography
http://simon.buckinghamshum.net/2021/02/icqe2020-keynote-qe-viz-as-tools-for-thinking/
24/7 Instant Feedback on Writing: Integrating AcaWriter into your TeachingSimon Buckingham Shum
https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-2-dec/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions).
This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Webinar: Learning Informatics Lab, University of Minnesota
Replay the talk: https://youtu.be/dcJZeDIMr2I
Learning Informatics
AI • Analytics • Accountability • Agency
Simon Buckingham Shum
Professor of Learning Informatics
Director, Connected Intelligence Centre
University of Technology Sydney
Abstract:
“Health Informatics”. “Urban Informatics”. “Social Informatics”. Informatics offers systemic ways of analyzing and designing the interaction of natural and artificial information processing systems. In the context of education, I will describe some Learning Informatics lenses and practices which we have developed for co-designing analytics and AI with educators and students. We have a particular focus on closing the feedback loop to equip learners with competencies to navigate a complex, uncertain future, such as critical thinking, professional reflection and teamwork. En route, we will touch on how we build educators’ trust in novel tools, our design philosophy of “embracing imperfection” in machine intelligence, and the ways that these infrastructures embody values. Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences spark productive reflection around as the UMN Learning Informatics Lab builds its program.
Biography:
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he serves as inaugural director of the Connected Intelligence Centre. CIC is a transdisciplinary innovation centre, using analytics to provide new insights for university teams, with particular expertise in educational data science. Simon’s career-long fascination with software’s ability to make thinking visible has seen him active in communities including Computer-Supported Cooperative Work, Hypertext, Design Rationale, Scholarly Publishing, Semantic Web, Computational Argumentation, Educational Technology and Learning Analytics. The challenge of visualizing contested knowledge has produced several books: Visualizing Argumentation, Knowledge Cartography, and Constructing Knowledge Art. He has been active over the last decade in shaping the field of Learning Analytics, co-founding the Society for Learning Analytics Research, and catalyzing several strands: Social Learning Analytics, Discourse Analytics, Dispositional Analytics and Writing Analytics. http://Simon.BuckinghamShum.net
Despite AI’s potential for beneficial use, it creates important risks for Australians. AI, big data, and AI-informed decision making can cause exclusion, discrimination, skill loss, and economic impact; and can affect privacy, security of critical infrastructure and social well-being. What types of technology raise particular human rights concerns? Which human rights are particularly implicated?
Abstract: The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners, teaching and teachers – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. What should we see when open the black box powering analytics? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? This isn’t just interesting to ponder academically: your school or university will be buying products that are being designed now. Or perhaps educational institutions should take control, building and sharing their own open source tools? How are universities accelerating the transition from analytics innovation to infrastructure? Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataSimon Buckingham Shum
Vanessa Echeverria, Roberto Martinez-Maldonado, and Simon Buck- ingham Shum.. 2019. Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data. In Proceedings of ACM CHI conference (CHI’19). ACM, New York, NY, USA, Paper 39, 16 pages. https://doi.org/10.1145/3290605.3300269
Collocated, face-to-face teamwork remains a pervasive mode of working, which is hard to replicate online. Team members’ embodied, multimodal interaction with each other and artefacts has been studied by researchers, but due to its complexity, has remained opaque to automated analysis. However, the ready availability of sensors makes it increasingly affordable to instrument work spaces to study teamwork and groupwork. The possibility of visualising key aspects of a collaboration has huge potential for both academic and professional learning, but a frontline challenge is the enrichment of quantitative data streams with the qualitative insights needed to make sense of them. In response, we introduce the concept of collaboration translucence, an approach to make visible selected features of group activity. This is grounded both theoretically (in the physical, epistemic, social and affective dimensions of group activity), and contextually (using domain-specific concepts). We illustrate the approach from the automated analysis of healthcare simulations to train nurses, generating four visual proxies that fuse multimodal data into higher order patterns.
Panel held at LAK13: 3rd International Conference on Learning Analytics & Knowledge
http://simon.buckinghamshum.net/2013/03/lak13-edu-data-scientists-scarce-breed
Educational Data Scientists: A Scarce Breed
The Educational Data Scientist is currently a poorly understood, rarely sighted breed. Reports vary: some are known to be largely nocturnal, solitary creatures, while others have been reported to display highly social behaviour in broad daylight. What are their primary habits? How do they see the world? What ecological niches do they occupy now, and will predicted seismic shifts transform the landscape in their favour? What survival skills do they need when running into other breeds? Will their numbers grow, and how might they evolve? In this panel, the conference will hear and debate not only broad perspectives on the terrain, but will have been exposed to some real life specimens, and caught glimpses of the future ecosystem.
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
1. CALRG 2012 Conference, Open U., June 2012
EnquiryBlogger:
Blog-based Learning Analytics for
Learning Power & Authentic Enquiry
Simon Buckingham Shum & Rebecca Ferguson
Knowledge Media Institute & Institute of Educational Technology,
The Open University, UK
Ruth Deakin Crick
Graduate School of Education, University of Bristol, UK
http://LearningEmergence.net/tools/enquiryblogger
1
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
5. It is time to hold up our hands and admit that
our education system just isn t working well
enough.
Our emphasis needs not to be on proving the
residual value of outdated curricula, tests
and league tables, but on inspiring and
challenging children so that they in turn can
inspire and challenge us.
Lord David Puttnam
Chancellor, Open University
Introduction to the Learning Futures Programme
www.learningfutures.org
5
6. …adults and children alike see their worlds
as complex, changing, uncertain and
ambiguous, and are likely to get more, not
less, so.
The obvious question, then, is: what are the
epistemic mentalities and identities that will
enable people to thrive in such a world?
What do good learners do? What do they
enjoy? How do they react when the going
gets tough?
Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning
6
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. 7
http://www.slideshare.net/edfutures/guy-claxton-esrc-futures-may11
8. Educational system (secondary+tertiary) fails to
equip 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.
8
Hewlett Foundation – Deeper Learning: http://www.hewlett.org/programs/education-program/deeper-learning
9. Educational system (secondary+tertiary) fails to
equip learners for employment
CBI's 2007 report: Time Well Spent: Embedding employability in work experience 9
http://www.employers-guide.org/media/20848/time_well_spent_cbi.pdf
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 class
Gilby, N., Hamlyn, B., Hanson, T., Romanou, E., Mackey, T., Clark, J., Trikka, N. and Harrison, M. National Survey of Parents and
Children: 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, and
intellectual 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 10
Engagement. Center for Evaluation & Education Policy, Indiana University, 2009.
11. To thrive and innovate in a complex world, we
need 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
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 Dewey
Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to the
Educative Process. Heath and Co, Boston, 1933
13
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 Dweck
Interview with Carol Dweck: 14
http://interviewscoertvisser.blogspot.co.uk/2007/11/interview-with-carol-dweck_4897.html
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 Dweck
Interview with Carol Dweck: 15
http://interviewscoertvisser.blogspot.co.uk/2007/11/interview-with-carol-dweck_4897.html
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 themselves
Deakin Crick R. (2011) Student Engagement: Identity, Learning Power and Enquiry - A Complex Systems Approach. In: 16
Christenson S, Reschly A and Wylie C (eds) The Handbook of Research on Student Engagement New York: Springer
17. What are these dispositions that
equip you for lifelong learning?
And how would we measure
these in order generate a
“dispositional profile”?
17
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
20. ELLI: Effective Lifelong Learning Inventory
See the paper for examples of questions loading onto each dimension of Learning Power
20
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. 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.
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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
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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.
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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.
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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.
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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
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have learned.
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.
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29. Immediate feedback enabling timely reflection and
interventions, via a mentored discussion
ELLI profile showing pre/post change
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31. Authentic
Enquiry
Energise learning by connecting it to
personal curiosity/values/passion
An approach to personalising the curriculum
31
32. Where does Learning Power fit pedagogically in
the journey from Personal Self, to Publicly
certified, competent learner?
Self Competent
Agent
Personal
Identity qualities Competent
Desire Skills learner
Motivation Dispositions Knowledge Citizen
Attitudes Understanding Mathematician
Values Artisan
etc
Personal Public
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. Authentic Enquiry:
example of how the questions get ‘bigger’, starting from the focal object
15 yr old ‘NEET’ girl Violent young offender
Focus: 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?
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39. Blogging for learning
(from the project proposal)
Blogs offer learners opportunities to incorporate many
perspectives, develop carefully crafted contributions,
reflect and make considered responses to others
(Ferguson et al., 2007). This medium provides an environment in
which people can observe, articulate and refine practices
(Efimova et al., 2004).
At the same time, by making use of the comment facility, bloggers
are able to share thoughts, ideas and opinions (Du and
Wagner, 2005). In order for students to engage effectively with this
emerging genre, they need to be able to experiment and take
ownership of their writing, learning to develop a blog as a
space for personal learning, reflection and interaction
(Bryman and Burgess, 1994).
41. 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
58. Primary School EnquiryBloggers
Bushfield School, Milton Keynes
“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 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 like blogging. It gets all the hard work out of my head
and then I just go home and relax.”
60. 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 them
Future 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
61. To join the global community…
LearningEmergence.net
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62. Ferguson, R., Buckingham Shum, S. and Deakin Crick, R. (2011). EnquiryBlogger: using widgets to support awareness and reflection in a
PLE 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/30598
Ferguson, 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/32910
Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and
Learning 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