Scaling Up School Based Development
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The document discusses two strategies for scaling up school-based developments: dissemination and systemic scaling up. The dissemination strategy focuses on spreading know-how between networked schools and has a more direct but limited impact. The systemic scaling up strategy modifies schools' environments more flexibly to infiltrate innovations, involving more schools but with less intensive impact. It also has relatively lower development costs but a greater burden on state budgets. Successful scaling up requires considering factors like decentralization and support mechanisms, as well as connecting top-down and bottom-up approaches through school absorption capacities and environmental enrichment.
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Utr. prog frid. richard yelland
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This document summarizes a position paper on developing an integrated assessment system. It begins by describing the shortcomings of current assessment practices, noting they focus on assessing learning rather than for learning, are limited in scope, and lead to teaching for the test rather than learning. It argues fundamental change is needed to address modern societies' needs. The paper advocates shifting from assessing learning to assessing for learning through formative assessments integrated into the curriculum. It provides examples of potential features of integrated assessment systems, including addressing learners' and teachers' needs, involving learners, and providing feedback to support progress. The document concludes by briefly describing some ongoing initiatives toward developing such systems.
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Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
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1) The document discusses how converging factors like changing enrollment patterns, student expectations, and perceptions of value are driving the need for increased student engagement. It also notes that retention is important for institutional sustainability.
2) Findings from the Gates Foundation emphasize the importance of collaboration between academic and professional services, measuring effectiveness of programs, focusing on student ownership of success, and establishing the right culture for student success initiatives.
3) The Starfish Student Success Partnership uses a holistic, data-driven approach to identify at-risk students and match them to targeted interventions through an integrated digital hub. It aims to put students at the center, connect them to resources, and remove obstacles to support.
EERS Presentation (Justin and Sarah)
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Common Core Presentation Feb2010
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
Benefits and challenges of OER for higher education institutions
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
Overview of CETL programme evaluation
This document summarizes the formative evaluation approach for the CETL (Centres for Excellence in Teaching and Learning) programme. The evaluation will have three main goals: 1) Explore theories of change embedded in the CETL programme and tell stories of what works well through appreciative inquiry; 2) Identify promising and effective teaching practices and their impact on student learning and institutional culture; 3) Provide lessons learned and implications to inform future adjustments to the CETL programme strategy. A mixed methods approach will include interviews, case studies, surveys, and collaborating with local evaluators to understand the programme's effects on various levels.
David Hopkins, England
Professor David Hopkins presented on England's education system reforms over the past decade. He outlined four key drivers that helped raise student achievement and build school capacity: 1) personalizing learning, 2) professionalizing teaching, 3) building intelligent accountability, and 4) innovation and networking. Hopkins argued these drivers should be shaped by system leadership to create sustainable reform where every school is great.
What is the important data that is not being recorded in comparative internat...
The document discusses limitations of international standardized data collection in assessing learner diversity and inclusive practices. It acknowledges progress made through comparative analyses but notes significant resistance from teachers due to misuse of data to push political agendas. Key limitations of current data are the failure to record student challenges to learning, school environments' ability to be inclusive, and impacts of school culture. There is a need for large-scale qualitative tools to evaluate ecological factors influencing inclusion and better reflect realities on the ground. Key indicators like ableism, racism, and socioeconomic challenges remain largely ignored.
What will education look like in the future?
The document outlines 4 scenarios for the future of schooling presented by the OECD:
1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain.
2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified.
3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks.
4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled
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