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Learning Power: new research identifies Mindful Agency as central to resilience
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Carnegie Summit on Improvement in Education
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Universities: core business (and analytics) in 2030?
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Learning Analytics: On Silver Bullets and White Rabbits
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EdMedia 2014 keynote on learning analytics

Learning Power: new research identifies Mindful Agency as central to resilience

For learning in the complex world of risk,  uncertainty and  challenge, what matters is being able to identify, select, collect, collate, curate and collaboratively re-construct information to suit a particular purpose. This is why there has been a sustained and growing interest in learning dispositions and the personal qualities people, teams and communties need to flourish. As Edgar Morin says: We need a kind of thinking that reconnects that which is disjointed and compartmentalized, that respects diversity as it recognizes unity, and that tries to discern interdependencies. We need a radical thinking (which gets to the root of problems), a multidimensional thinking, and an organizational or systemic thinking After fifteen years of experience in the research and practical application of learning power using a survey tool called the Effective Lifelong[…]

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Carnegie Summit on Improvement in Education

I’ve just returned from this conference at which I gave a paper reporting on our proof of concept study in applying hierarchical process modelling to school improvement: Evaluating Wider Outcomes of Schooling, the ECHO project. The paper reporting the project has just been accepted for publication in Educational Management, Administration and Leadership. Improvement Science – Systems Architecting The theme of the conference was Improvement Science. In the world of Engineering and infrastructure, this would be called ‘systems architecting’. It was about a holistic, rigorous approach to improving organisations as complex systems, engaging all stakeholders in defining purpose, analysing the system, defining a measurement model, rapidly prototyping improvement strategies, whilst harnessing collective intelligence and ‘learning our way forwards’. There were thought[…]

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Universities: core business (and analytics) in 2030?

 Ruth and I have the privilege of working with Randy Bass [blog] and team at Georgetown University. Randy is a leading thinker  around the deep purpose of higher education, and how this entails rethinking student qualities, and analytics. Jump to 40mins for his closing comments in this keynote envisaging higher ed in 2030. Here’s the gist: Our calling as a university is the formation of men and women (but many institutions do this of course). However, we do so in the context of a community of enquiry and knowledge creation (fewer institutions do this). Moreover, we do so for the public, common good (fewer still have this explicit mission). These three are interlocked and inseparable. The railroad companies who thought they were in the business of railroads went bust. The ones who thrived understood[…]

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EdMedia 2014 keynote on learning analytics

At EdMedia 2014 [#edmediaconf] I enjoyed great AACE and Finnish hospitality The critical stance of my keynote there seemed to resonate with delegates, who hear a lot about “Big Data” and analytics, but have reservations about the kinds of learning that such technologies may perpetuate. I sought to deconstruct analytics to clarify the ways in which an approach and how it is used embodies an educational worldview. Knowing this, what kinds of learners are needed for 21st century society, and what role can analytics play in advancing this mission? Part of this emerging picture is what we’re focusing on here at LearningEmergence.net — redefining metrics that value qualities in the learner that many are talking about, but which are hard to evidence. Here’s the[…]

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