Learning Competences as Citizneship Competences

UTS CRICOS PROVIDER CODE: 00099F

LEARNING COMPETENCIES AS CITIZENSHIP COMPETENCIES

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STORY IN A SLIDE Global challenges demand radical responses from educators

The future is integrated, collaborative and innovative Our relationship with information has changed We need to develop resilient agency We need to design learning for authentic enquiry

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The average person processes more data in a single day than a person in the 1500s did in an entire lifetime.

The Human Face of Big Data website at http://humanfaceofbigdata.com/ and https://www.facebook.com/FaceOfBigData.

scientifc research…has moved on…democratising discovery and allowing the emergence of a new type of scientist who is adept at recognising problems and can

design and lead projects

Crowd sourcing is changing science : Citizen Science

FUTURE CITIES

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The future is integrated The future is collaborative innovation The future is about data

MANAGING THE TENSION BETWEEN INNOVATION AND CONTINUITY

•  to adaptively assimilate changing technologies into social practice;

•  to deal with ambiguity and diversity; •  to find and sustain community links; •  to manage motivation and emotion; •  to focus on morality, responsibility,

and citizenship.

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How can we design learning experiences

to meet these challenges?

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‘BIG DATA IS TRULY REVOLUTIONARY BECAUSE

IT FUNDAMENTALLY CHANGES MANKIND’S RELATIONSHIP WITH

INFORMATION.’

MICHAEL S MALONE

Expert Codified Knowledge

Authen5c Enquiry

Passive Dependence on ‘Experts’

Resilient Agency

A system that depends on external

control is not sustainable

Resilient Agency those qualities an individual has that enable them to mindfully succeed in pursuit of a chosen purpose despite

adverse conditions of risk, uncertainty and challenge

The Knowledge – Agency Window


Open ended Enquiry

Teacher Directed Learning

Self Directed Learning

Teacher-‐directed enquiry

Student led-‐enquiry

Content/Expert led teaching

Student-‐led revision



Open ended Enquiry






Student-‐led revision



Open ended Enquiry






Student-‐led revision of expert content


Open ended Enquiry




Student led open ended enquiry


Student-‐led revision of expert content

Teaching as Script

Teaching as

Design

Deakin Crick et al (2011), Learning Futures Final Report. Paul Hamlyn Foundation. http://learningemergence.net/library/reports/learning-futures-evaluation-2011

Authenticity Agency Identity

Learning and Citizenship – embodied in student led enquiry

2 DIFFERENT WORLDVIEWS (N=500 TEACHERS)

-1 -0.8 -0.6 -0.4 -0.2

0 0.2 0.4 0.6 0.8

1

Develop democratic relationships

Build a community of learners

Negotiate learning

Challenge and support learners

Teach students how to learn

Foster deep understanding

Explore the construction of knowledge

Promote dialogue as a means of learning

Build on learners understanding

Connect learning to lives and aspirations

Apply and assess in authentic contexts

Communicate in multiple modes

Dynamic Design Script

Ruth Deakin Crick, Chris Goldspink & Margot Foster (2013). Telling Identities: Learning as Script or Design? Learning Emergence Discussion Paper (June, 2013). PDF http://learningemergence.net/events/lasi-dla-wkshp

Competence

Knowledge Information

Learning Power

Identity Purpose

Deakin Crick, R. (2012). Student Engagement: Identity, Learning Power and Enquiry - a complex systems approach. in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement. New York: Springer

Learning is a journey

….from purpose to performance

Structuring Knowledge

Performing Generating Learning Power

Identity Story Purposing

Deakin Crick R. (2009) Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy, Curriculum Journal, 20,1,73-92

LEARNING POWER

‘an embodied and relational process through which we regulate the flow of

energy and information over time in order to navigate a learning journey to achieve a

purpose of value’

Deakin Crick et al 2015) DEVELOPING RESILIENT AGENCY IN LEARNING: THE INTERNAL STRUCTURE OF LEARNING POWER, BRITISH JOURNAL OF EDUCATIONAL

STUDIES, FORTHCOMING.

Siegel, D. (2012) The Developing Mind: How relationships and the brain interact to shape who we are, New York, The Guildford Press.

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Changing and learning

Learning relationships

Strategic Awareness

Resilience Creativity

Meaning Making

Critical Curiosity

ELLI

RMSEA=.035.

Deakin Crick, Huang, Ahmed-‐Shafi & Goldspink (2014) Developing Resilient Agency in Learning, Bri5sh Journal of Educa5onal Studies, under review,

FROM ELLI TO RESILIENT AGENCY

Strategic Awareness Mindful Agency

Changing & Learning Hope and Optimism Meaning Making Sense-making Creativity Creativity Critical Curiosity Curiosity Learning Relationships

Collaboration Belonging

Resilience Openness to learning

Deakin Crick et al (2015) Becoming a Resilient Learner: the internal structure of learning power, British Journal of Educational Studies, forthcoming.

LEARNING POWER DIMENSIONS

Mindful Agency Unaware, passive, mindless

Hope and Optimism Stuck and static Sense-making Data accumulation Creativity Rule bound Curiosity Passive Collaboration Independent or Dependent Belonging Isolated, split off, lonely.

Openness to learning Closed, brittle or fragile & dependent

LEARNING FOR RESILIENT AGENCY PROFILE

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Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Survey-based analytics for learning dispositions

Deakin Crick et al (In Press). Developing Resilient Agency in Learning: the Crick Learning for Resilient Agency Profile.

Rapid Visual Feedback to S5mulate Self-‐Directed Change

A framework for a coaching conversa5on

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully.

Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.

Wanting to get beneath the surface & find out more. Always wondering why and how.

1

Dependent Closed Openness to learning

An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to persist & manage any self-doubt. A necessary pre-requisite for developing resilience in learning

Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.

Being part of a learning community at work, at home, in education & in my social networks. Knowing I have social resources to draw on when I need them

Having the optimism & hope that I can learn & achieve over time. Having a growth mindset; believing I can generate my own new knowledge for what I need to achieve

Being able to work with others, to collaborate and co-generate new ideas and artefacts. Being able to listen and contribute productively to a team.

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REPORTING FOR ORGANISATIONAL DECISIONING

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Trust Affirmation Challenge

a relational and embodied process

“I am a little bit rubbish”

“learning is like a road…..you can get tow trucks that can help you…”

Closed Passive Fragile & dependent Fragmented data Lacking inter and intra-personal awareness Isolated Rule bound ‘Done to’ A-critical

Fragile, dependent, brittle.

Receptive to learning and change

Resilient

Hopeful Curious Creative Strategic Purposeful Collaborative Persistent Aware Sense making Connecting data

Deakin Crick et al (2012; 2008; 2013; 2004)

from no hope to resilient agency F

It’s a gift….how to get a long life easier

PATTERNS IN LEARNING POWER DATA

•  Underachieving students – significantly lower on all active learning power dimensions.

•  Learning power drops significantly as students get older

•  18-24 year olds are lowest in adult population

•  English as a second language students score higher than indigenous students

•  Bright high achievers often lack resilience and a language for learning

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LEARNING POWER IS ASSOCIATED WITH

•  Standardised Attainment (except creativity!) •  Students perceptions of: teachers ability to create

positive interpersonal relationships, to honour student voice, to respect students and to stimulate higher order thinking

•  Organisational emotional literacy

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LEARNING POWER IS ASSOCIATED WITH PRO-SOCIAL VALUES AND ANTI-SOCIAL BEHAVIOR

•  Critical social justice •  Political engagement •  ‘Living my values’ •  Hope in the future

Resilience

Learning relationships

Strategic awareness

Changing and learning

Meaning making

Critical curiosity

Creativity

I have changed so much in my learning ability and this makes me feel a bit more confident in myself. Apart from just learning whatever I need, knowing why should I learn them is an important part for me and then analysing them.

Pre- and post profile for Student 1: Foundation 2 to first year ICT Degree Student

LEARNING POWER IN THE COMMUNITY

scaffolding open-ended enquiry

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52

Choosing carefully

Collecting thoroughly

Connecting deeply

Constructing creatively

Conveying new knowledge

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Choosing and Deciding

Observing and Describing

Generating Questions

Uncovering Stories

Knowledge Mapping Connecting with existing knowledge

Interface with success criteria

Assessing and Validating

Applying in the World

Using Genuine Interest to

Understand, Explore, Create and Improve BREAK-THROUGH

INNOVATION LEARNING

and PERFORMANCE

Dynamics of Open-Ended Enquiry

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Jess’s Choice

55

What will be there in 15 years?

Why do relationships matter?

What was there before?

How many people have been there?

How was the gorge made?

Have any famous people been there?

What kind of people used to be there?

56

‘It’s made me not so scared to learn other things,’ ‘It was a

tiny little project and it spiraled into all these other things that

were connected.’

Structuring Knowledge Performing

Generating Learning Power

Identity Story Purposing

Deakin Crick R. (2009) Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy, Curriculum Journal, 20,1,73-92

How humans assign value to things: economic value, sentimental value, utilitarian value.

From concrete experience to abstract reasoning

Measuring Personal Change

But with this You get to be yourself, you're not restricted. you're allowed to think freely, It's different because you teach yourself and it's your own work. I used to just give up if it was difficult But now I've gone up effort wise I keep going, get more stuff done. You're like exploring and you think more and more and more than one lesson in a certain subject.

With this you learn what you want to learn and that's really, really important. You value yourself more but now if you don't do what the teacher says that's fine cos you are teaching yourself – you are the teacher. It really does change you as a person….

LI I I I I I I I I I I I I I I I

EnquiryBlogger

ENQUIRYBLOGGER: ELLI WORDPRESS PLUGINS

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Ferguson, R., Buckingham Shum, S. and Deakin Crick, R.(2011). EnquiryBlogger: using widgets to support awareness and reflection in a PLE Setting. In: 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July 2011, Southampton, UK. Eprint: http://oro.open.ac.uk/30598

COMPOSING AND CATEGORISING A BLOG POST

Standard blog editor, including option to embed

multimedia

Categories relating to authentic enquiry, which are

visualized by the plugins

ENQUIRY SPIRAL WIDGET

Choosing

Connecting

ELLI SPIDER WIDGET

MOOD VIEW WIDGET


DASHBOARD VIEW

ELLI Spider


Enquiry Spiral DASHBOARD

VIEW

LI I I I I I I I I I I I I I I I M

MOOD VIEW Dashboard view

TEACHER’S DASHBOARD FOR ENQUIRYBLOGGER

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PRIMARY SCHOOL ENQUIRYBLOGGERS BUSHFIELD SCHOOL, MILTON KEYNES

PRIMARY SCHOOL ENQUIRYBLOGGERS BUSHFIELD SCHOOL, MILTON KEYNES

“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 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 like blogging. It gets all the hard work out of my head and then I just go home and relax.”

EVIDENCE HUB AS SHARED CONCEPTUAL MAPS AND KNOWLEDGE STRUCTURING TOOL FOR TEACHERS

People / Organizations / Projects / Claims / Evidence

Evidence Hub for Systems Learning and Leadership www.sysll.evidence-hub.net

EVIDENCE HUB: INDEXING STORIES + EVIDENCE

Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net

A wizard guides the user through the submission of a structured story: •  What’s the Issue? •  What claim are you making/

addressing? •  What kind of evidence

supports/challenges this? •  Link it to papers/data •  Index it against the NIC’s core

themes

…WHICH GENERATES A KNOWLEDGE TREE http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning

Issue

Potential Solution

Supporting Evidence (practitioner story)

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